Immersive interactive technology supports the projection of a healthcare setting (internal or external environment) on three walls of the simulated learning environment (SLE). This is either represented as a video or a static image, which is intended to replicate the actual clinical setting.
A series of ceiling mounted projectors are positioned and pointed at each wall of the SLE displaying a preselected image or video. Each wall has a mounted sensor which allows the scenario author an opportunity to create scenarios with hot spot icons for the purpose of participant interaction. Scenario selection is controlled from a laptop, desktop or tablet, allowing full access to an extensive library of predeveloped scenarios.
How does it work?
During scenario development icons can be created which can represent a data source such as a cognitive aid for clinicians (Eg; Advanced Life Support Algorithm). Each icon can be presented as a symbol, image or button with a text overlay. Once touched it activates content, which expands/displays on the wall of the SLE showing, Eg; a dynamic 12 lead ECG (Serial ECG’s), pathology results such as a blood gas, X Ray, ultrasound and so on.
A speaker system linked to the immersive interactive scenario can play environmental sounds, such as a monitor (QRS tones) in an emergency department, the sound of clinicians voices in the background or if replicating an external environment, the sound of wind, traffic, residual noise etc.
A recorded video of an emergency department (or any setting) can have clinicians milling around performing clinical assessments or interventions, adding sensory input and ques for participants.
What value does it add to a healthcare simulation scenario?
The interaction between clinicians (scenario participants) and the technology during a scenario supports the subtle activation of participants critical thinking processes, in conjunction with medium to high fidelity manikins (representing the patient), program curriculum, and skilled facilitators running the scenario.
Combining all of these elements in a considered and balanced way can lead to an authentic and highly immersive experience for participants.
One of the goals of high quality immersive simulation is to support participants in suspending their disbelief during a simulation educational encounter, accepting the clinical environment as “real world”, with faculty supporting their psychological safety throughout. This is one step towards achieving that goal. In conjunction with virtual reality and augmented reality (mixed) we are taking novice and skilled learners on a unique and engaging trajectory.
