This slide set was part of a workshop on virtual environments at AMIA 2009 with Kanav Kahol of ASU.
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• The space feels real, its three-dimensional– I know how to move and find things
• Though I wish it was easier to navigate !
• I feel the others are really present• It is quite easy to share and collaborate
– Wish it was easier to bring in my simulations and programs– Powerpoints and spreadsheets are not enough– But I like that my documents can be left behind for next time
• Voice is good• Often the technology does not work
Instructions: Yes/NoStudent gets one point for each of the following done correctly, and in the correct sequence.Some items qualify for .5 point.
1 Student responds to the collapse quickly (time between victim collapsing and student volunteering to do CPR is less than…5?...seconds.)
2 Student asks someone to "go call 911" (should be asking by name or by clothing, etc.) (half point if student does NOT say-and come back and tell me what happened…some type of request to 'report back')CPR Sequence of actions:
3 Student "checks for responsiveness" ("Are you OK?")4 Student "checks airway" for obstruction.5 Student "opens airway" by clicking "Head tilt, chin lift" button6 Student "checks for breathing" by leaning head over and "Look, Listen, Feel"7 Student "gives 2 rescue breaths" (half credit if student gives one rescue breath) 8 Student "gives 15 chest compressions" (half credit if student gives 30 chest compressions 9 Student loses a point if they stop CPR before someone else offers to help)
either another student/bystander or the EMT arrives
• Business Intelligence – A process of information collection, mining, analysis, decision making– Small number of experts– Weeks to months
• Collaborative Business Intelligence– For example - Data center for hospital system has heating problem– Problem resolution needs many stakeholders– Need to move from strategic decision-making to operational decision-
making– Need real-time data, which is distributed, and requires multiple experts– Use document sharing, blogs, wikis, email, instant messaging,
conferencing, Webex, application sharing– Virtual worlds– The virtual collaboration platform provides mechanisms to capture user
decisions recorded in the virtual world and re-associate them with specific events, models and business processes
3-D real-virtual worlds in health and healthcare, Maged N Kamel Bouloshttp://www.slideshare.net/sl.medic/3d-realvirtual-worlds-for-health-and-healthcare
Second Health (National Health Service in Second Life)http://secondhealth.wordpress.com/http://www.youtube.com/watch?gl=GB&hl=en-GB&v=Qtn5wcDA0isand numerous other videos
Imperial College, London:Ten weeks of activities to understand social networks, gaming and virtual worlds
Virtual Surgeon Open Heart Gamehttp://www.youtube.com/watch?v=8SAder8uMro&feature=related
Virtual World Platforms (not exhaustive)http://www.forterrainc.com/http://www.secondlife.com/ and http://www.secondlifegrid.net/http://www.multiverse.net/http://www.metaplace.com/http://www.vastpark.com/http://www.unity3d.comhttp://www.sirikata.com/http://www.teleplace.com/ previously QwaqSun Wonderlandhttp://wiki.java.net/bin/view/Javadesktop/ProjectWonderland#Content_Creation
ABSTRACTVirtual Environments for Training in Healthcare
Parvati Dev, PhD, Innovation in Learning Inc, Los Altos Hills, CAKanav Kahol, PhD, Arizona State University, Tempe, AZ
(sponsored by the Education Working Group)
AbstractThree-dimensional virtual environments are the basis of highly popular online multi-person video games (World of Warcraft, Neverwinter Nights). The same technology has been used by educators to construct virtual learning environments for education in business, humanities, libraries, military, and healthcare. Some environments, such as those in Second Life, are exploratory, with structure provided through organized meetings and presentations ‘in-world’. Other environments resemble videogames, with sequential levels of play, providing a structured progress through the learning material, albeit in a game-like format. This workshop invites informatics educators and practitioners to participate in discussing current and potential uses of 3D virtual environments for learning and work in healthcare. Selected presentations on the topic will seed the discussion in the workshop.
Structure of Workshop:The workshop will open with short presentations on different healthcare training applications that use virtual environments.
キキ Short overview of virtual worlds, from Flash to immersive 3D キキ Examples of coursework in virtual worlds キキ Teaching clinical procedures and team work in virtual worlds キキ Teaching business processes in virtual environments キキ Using virtual worlds to capture activities in real worlds
We will then move to an open brainstorming session where we list ideas for potential new applications. Small groups will each choose an idea to elaborate. Groups will come back to present their results.
Education goals:キ キキ What are virtual environments for learning キ キキ Technologies underlying these virtual environmentsキ キキ Current uses of virtual environments
Who should attend: Educators and researchers; physicians, nurses, and other healthcare professionals; hospital administrators; computer scientists, system developers, and programmers.