Project Outbreak Poster Session

CREATING AN EPISTEMIC GAME FOR MICROBIOLOGY

Project Outbreak

Problem Trying to Solve

Develop competency in microbiology, cell biology and genetics.

Adopt the role of professionals in the field.

Conduct virtual investigations of possible microbial outbreak scenarios.

EPISTEMIC FRAME

EPISTEMIC GAME

Epistemic Frame

Epistemic Frame

AR Augmented Reality blends

virtual content over a real world

environment via computer-generated sensory input through a GPS enabled application

TAGWHAT

MEDTAG ALGORITHM

Ludic Fallacy and Quantitative Reasoning

IMPORTANCE OF AGLOBAL COMPETENCE

Epistemic Frame

Countries

* Canada * Jamaica

* Germany * India

* Slovenia * Mexico

* Kenya * C0ngo

Microbiolial species

Clostridium botulinum Plasmodium falciparum Bortedella pertussisis Mycobacterium tuberculosis

Microbiolial species

Trypanosoma brucei Rhabdovirus Hepatitis C virus

Pictures:

Grades Distribution (2012-13)

A B C D F W0%

5%

10%

15%

20%

25%

30%

35%

40%

Game Based

Conventional

Results/Closing

Increased students retention and success rate.

Students gain exposure to real life situations.

Students learned the steps required to complete an accurate diagnosis during health outbreak situation.

* Results/Closing

By using real life scenarios to create a simulation of contagious disease outbreak, we helped students understand the epidemiological aspects of clinical microbiology.

The difference in comprehension between students who were taught by using this methodology and those who were taught without this methodology was significant.

Student’s Feedback

“The scenario made me think about what kinds of things can influence someone to become sick, like their environment, what kind of bacteria or viruses they could have been exposed to”.


“Not having everything "spoon fed" to us when we got into the scenario had a major impact on the way I could look at the situation. It was no longer about the basic pieces of information that we commonly deal with, but about the synthesis of many pieces. It came down to interpretation a lot more than I would have expected, and that makes it difficult to really assess a situation”.


“It forced you to think more outside the box, in terms of how a person could come into contact with microbes during their normal life. It was very different than working with aseptic procedures in the lab”.


“ Field conditions are much more difficult because the communication is often on a verbal level and only mentioned once. One has to have good hearing and note taking skills, as well as multi-tasking and being able to concentrate with distractions all around them. The cases in the field are also not sterile, quiet, and controlled as they are in the lab. This means a field agent must be very careful when arriving to a scene to take extra precautions to ensure things do not get any more contaminated or continue to spread”.

PATIENT ZEROhttps://youtu.be/bB7DoVk_DWg

INDEX CASEhttps://youtu.be/bB7DoVk_DWg

INTRODUCTIONhttps://youtu.be/Spy02HXKlB8

PRESENTATIONhttps://youtu.be/S3R-aakZ4G8?

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Project Outbreak Poster Session

Education