Standardized Patients and Second Life: An Innovative Approach to
Interprofessional Team-Based Learning Background: Second Life is a web-based, three-dimensional virtual world, where users interact with each other through their virtual representations called "avatars". By moving the avatar around in the virtual world, the user can interact with the objects in the world as well as engage with other users in real-time. Our program participated in a project led by researchers in Health Sciences, Educational Psychology and Computing Science to deliver a standardized patient interprofessional teambased encounter in Second Life. The project team created a model of a meeting room as well as an avatar of a standardized patient for the delivery of a mock patient interview session. With the guidance of a facilitator and the use of standardized patients (SPs), students enacted a patient intake conference and a discharge conference within Second Life. Objectives: 1. Detail our process for selecting, training and supporting the SPs during their venture into Second Life. 2. Reflect upon the experience and discuss what worked well, the challenges and lessons learned. Skill Set & Recruitment: Working with a member of the research team to consider the skill sets required by the SPs, we identified the benefit of involving individuals with previous experience both as an SP and gaming and/or Second Life. With the use of a “Doodle” poll of our SPs, we were able to identify and recruit SPs who were also avid gamers. Training: Two types of training were provided to the SPs 1. Traditional format of training the SP to the script and the team conference process. 2. Training around the Second Life technology • Face-to-face meeting with members of the team gave the SPs access to the program, helped them with the sign on process and showed them around the Island. • Tutorials in the Second Life (developed by the research team) focused on: ~ Moving objects (walking through the environment, including moving through doorways, sitting in a chair, etc) ~ Use of the communication devices (voice and text): expands on the voice and text options and how they would impact the SP. ~ Use of the gesture menu or the heads-up display (HUD). The HUD enabled the SP to easily display a range of emotions and gestures. ~ Training support was provided by research team members who were available to “meet” the SP avatar in Second Life to help them with any issues. ~ The same modules were used by the students and preceptors Equipment: After the initial face-to-face meeting, the SPs were able to work from home using their own computer equipment. A head-set and microphone were provided by the research group. The SP was required to download the software, work through the tutorials and be prepared for the event date.
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Pamela Rock and Sharla King, Health Sciences Education and Research Commons, University of Alberta; Patricia Boechler, Ewa Wasniewski and Erik deJong, Educational Psychology, University of Alberta; Eleni Stroulia and Dave Chodos, Computing Science, University of Alberta; and Mike Carbonaro, Educational Psychology, University of Alberta
What worked well:
Challenges:
Instant messaging (text chat) with other SPs and the technician during the simulation was extremely useful, similar to wearing an earpiece and receiving directions from a confederate or instructor.
Since home equipment was used, the performance of the computers varied and caused some problems such as a delay in responses or uncontrollable movements of the avatar.
Skilled technical support provided the ability to problem solve with the SPs during the live event.
Occasional audio problems occurred when the SP would forget to turn off the microphone after speaking, creating background noise.
Avatar had a range of emotions the SP was able to easily display.
Lessons learned: A technical rehearsal or dry run would be beneficial to give the SPs the experience of the multi-tasking part of the simulation. A minimum of 3 people and the technician should be present to get an idea of sound levels and how communication will work in the real scenario. In a complex multi-tasking scenario such as this one, a template for feedback would be very useful. Performing in character in Second Life and trying to remember salient points for discussion is complicated. Having two SPs performing together in the same scenario enabled the SP characters to offer support if technical problems arose, allowing the event to continue with minimal or little disruption. Conclusion: Although there are still several issues that need to be addressed, the integration of standardized patients within Second Life is an effective option for providing a real time simulation experience focused on interprofessional communication competencies for distance learners. Recruiting experienced SPs who have gaming or virtual world experience enhanced their ability to learn and manage the technical aspects of their performances in Second Life.
Take Home Messages when considering using Second Life: • Flexibility is required when testing new technologies, go with the flow, problems arise • Skilled trouble shooters are required to provide technical support to SPs, students and facilitators
Health Sciences Education and Research Commons