This talk was presented as part of the Medica Ludica Games for Health 2012 Pre-Conference in Boston, MA on 6-12-2012

1. Hybrid
Clinical
EducaFon:
Games,
Sims,
and
Augmented
Reality ©Bauman
2012
All
Rights
Reserved
Eric
B.
Bauman,
PhD
RN,
Paramedic
Clinical
Playground,
LLC
DeVry
Inc
-­‐
Healthcare
Group
ebauman@clinicalplayground.com
@bauman1967
Clinical
Playground
LLC
.
.
.
.
.
.
.
.
.
.
.
June
2012
Games
for
Health
Conference
www.gamesforhealth.org

2. Professional
AffiliaFons
Disclosures/Conflict
of
Interest
DeVry
Inc.,
Healthcare
Group
• Associate
Director
For
SimulaFon
–
Center
for
SimulaFon
Excellence
Managing
Member
–
Clinical
Playground,
LLC
Managing
Member
–
Forensic
AnalyFcs,
LLC
Games+Learning+Society
• Affiliate
Society
for
SimulaFon
in
Healthcare
(SSH)
• Chair
–
Website
Commi]ee
• Co-­‐Chair
–
Serious
Games
and
Virtual
Environments
Special
Interest
Group
Springer
–
contract
for
forthcoming
book
on
Game-­‐Based
learning
and
Clinical
EducaFon
Adjunct
Faculty
–
CAE
Healthcare
Relevant
Stock
–
CAE,
Zynga,
Pfizer,
GE
June
2012
.
.
.
.
.
.
.
.
.
.
.
www.gamesforhealth.org
©Bauman
2012
All
Rights
Reserved

3. Latest
Project
and
Life’s
Work
©Bauman
2012
All
Rights
Reserved
E.B.
BAUMAN
M.
WOLFENSTEIN
B.
DEVANE
P.
KATO
P.
RALSTON-­‐BERG
M.
LARA
A.
BARCLAY
B.
BRYANT
M.
GAYDOS
G.
STAPLETON
R.
PYBURN
M.J.
TRAPANI
June
2012
www.gamesforhealth.org

4. What
I
am
Playing
©Bauman
2012
All
Rights
Reserved
June
2012
Games
for
Health
Conference
www.gamesforhealth.org

5. Objectives
©Bauman
2012
All
Rights
Reserved
Situate
the
terms
Augmented
Reality
and
Game-­‐Based/Virtual
Reality
for
the
context
of
clinical
educaFon
Define
Hybrid
Clinical
EducaFon
using
SimulaFon,
Virtual
Reality,
Game-­‐Based
Learning
and
tradiFonal
teaching
techniques
Provide
examples
of
Hybrid
EducaFonal
and
Research
opportuniFes
Provide
Fps
about
how
to
situate
your
discussion
when
introducing
tradiFonal
clinical
educators
to
game-­‐based
and
hybrid
educaFon
June
2012
Games
for
Health
Conference
www.gamesforhealth.org
R.
KYLE

6. Augmented
Reality
©Bauman
2012
All
Rights
Reserved
Augmented
reality
supplements
the
real-­‐world
such
that
actual
objects
exisFng
in
the
real-­‐world
appear
to
coexist
with
virtual
objects,
computer
generated
images
that
are
representaFons
of
actual
objects.
(Azuma,
Behringer,
Feiner,
Julier,
and
MacIntyre
2001;
Bauman,
2012)
(Univ.
of
Pi]sburgh
SimulaFon
&
Medical
Technology
Center)
June
2012
www.gamesforhealth.org

7. Game-­‐Based
&
Virtual
Reality
©Bauman
2012
All
Rights
Reserved
Virtual
worlds:
an
environment
that
hosts
a
synchronous
digital
environment,
persistent
network
of
people,
represented
as
avatars,
facilitated
by
networked
computers
(Bell,
2008)
Game-­‐based
pla3orm:
An
environment
that
provides
a
narraFve
and
system
of
rewards
for
accomplishing
specific
tasks
and
objecFves.
Game-­‐based
planorms
use
virtual
environments
to
stage
the
game.
Not
all
virtual
reality
environments
are
game-­‐based
(Bauman,
2010,
p.
186).
June
2012
Games
for
Health
Conference
www.gamesforhealth.org

8. Hybrid
Training
and
SimulaFon
using
Games
©Bauman
2012
All
Rights
Reserved
EducaFonal
IntervenFons:
Virtual
to
Real/Augmented
World
Students
PC
PC
NPC
PC
NPC
Mannikin
In-­‐World
Single
Player
Challenge
In-­‐World
MulF
Player
Challenge
Face-­‐to-­‐Face
Real
World
Follow-­‐up
June
2012
h]p://www.youtube.com/watch?v=LwihSs5ISrk&feature=youtu.be
www.gamesforhealth.org

9. Hybrid
Training
and
SimulaFon
using
Games
©Bauman
2012
All
Rights
Reserved
EducaFonal
Research
–
Virtual
World
IntervenFon
Face-­‐to-­‐Face
Experience
Virtual
World
Serves
as
Face-­‐to-­‐Face
Experience
(Pretest)
EducaFonal
IntervenFon
(Pos]est)
June
2012
www.gamesforhealth.org

10. Hybrid
Training
and
SimulaFon
using
Games
©Bauman
2012
All
Rights
Reserved
EducaFonal
Research
–
Real
World
IntervenFon
Game-­‐Based
Experience
Real
World
IntervenFon
Game-­‐Based
Experience
(Pretest)
(Pos]est)
June
2012
www.gamesforhealth.org

11. Tips
for
Introducing
Game-­‐Based
Learning
©Bauman
2012
All
Rights
Reserved
Game
should
be
introduced
as
a
synergisFc
technique!
June
2012
www.gamesforhealth.org

12. Tips
for
Introducing
Game-­‐Based
Learning
©Bauman
2012
All
Rights
Reserved
Game
should
be
introduced
as
a
synergisFc
technique!
Games
as
an
interacFve
component
to
enhance
and
situate
content
that
has
tradiFonally
been
provided
in
a
staFc
manner.
This
encompasses
most
didacFc
content
delivery
models
Provides
the
opportunity
to
provide
consistent
experiences
for
all
students/learners
–
provides
the
standardizaFon
of
curricula
that
many
insFtuFons
claim,
but
have
li]le
if
any
control
over
Provides
opportuniFes
for
experiences
not
available
in
actual
clinical
encounters
or
encounters
found
in
mannikin
or
standardized
pa<ent
laboratories
Reframe
your
discussion
in
terms
of
honest
Return
on
Investment
(ROI)
Understand
that
your
end-­‐user
is
not
the
student,
but
the
teacher
who
will
used
game-­‐
based
intervenFons/products
to
great
a
designed
experience
for
the
student
June
2012
www.gamesforhealth.org

13. QuesFons?
©Bauman
2012
Rights
Reserved
June
2012
www.gamesforhealth.org
R.
Kyle
Flux
Aeon

14. Thank
You!
©Bauman
2012
All
Rights
Reserved
Eric
B.
Bauman
June
12-­‐14,
2013
November
5-­‐6,
2012
Boston,
MA
www.gamesforhealtheurope.org
Ask
me
about
how
you
can
Par<cipate
in
the
IMSH
Serious
Games
Arcade
and
Compe<<on
June
2012
Games
for
Health
Conference
www.gamesforhealth.org

15. Selected
References
&
Recommended
Readings
©Bauman
2012
All
Rights
Reserved
Bauman,
E.
(2007).
High
fidelity
simulaFon
in
healthcare.
Ph.D.
dissertaFon,
The
University
of
Wisconsin-­‐Madison,
United
States.
DissertaFons
&
Thesis
@
CIC
InsFtuFons
database.
(PublicaFon
no.
AAT
3294196)
Bauman,
E.
B.
(2012).
Game-­‐based
Teaching
and
Simula:on
in
Nursing
&
Healthcare.
New
York,
NY:
Springer
Publishing
Company.
Bauman,
E.
(2010).
Virtual
reality
and
game-­‐based
clinical
educaFon.
In
Gaberson,
K.B.,
&
Oermann,
M.H.
(Eds)
Clinical
teaching
strategies
in
nursing
educa:on
(3rd
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Springer
Publishing
Company.
Bauman,
E.B.
and
Games,
I.A.
(2011).
Contemporary
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Addressing
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(Eds)
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719-­‐723.
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G.
(2007).
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882-­‐884.
Faragher,
J.F.,
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T.,
&
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S.,
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(2011).
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of
best
pracFce:
SimulaFon.
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in
Nursing,
7(4),
S1-­‐S20.
Fitz-­‐Walter,
Z.
(2012).
h]p://gamasutra.com/blogs/ZacharyFitzWalter/20120426/169287/GamificaFon_Thoughts_on_definiFon_and_design.php
Games,
I.
and
Bauman,
E.
(2011)
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worlds:
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J.P.
(2003)
What
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Have
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Teach
Us
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&
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in
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e125-­‐e133.
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M.
(2012).
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41-­‐44.
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by
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with
chest
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an
observaFonal
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369(1),
920-­‐926.
Kellum,
M.,
Kennedy,
K.W.,
Ewy,
G.
(2006).
Cardiocerebral
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Improves
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with
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335-­‐349.
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D.
(1984).
ExperienFal
learning:
Experience
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Saddle
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PrenFce
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C.,
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&
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B.
(2006).
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in
clinical
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of
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in
an
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paFents
care
simulaFon.
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Educa:on
Perspec:ves,
27(1),
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Midwifery
Council
(2007).
Nursing
and
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Circular,
36(2007),
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M.
(2001).
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J.M.,
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D.
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(2009).
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educaFon
2.0:
A
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Perspec:ves,
30,
129-­‐131.
Squire,
K.
(2006).
From
content
to
context:
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as
designed
experience.
EducaFonal
Researcher.
35(8),
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Squire,
K.,
Giovane]o,
L.,
DeVane,
B,.
&
Durga,
S.
(2005).
From
users
to
designers:
Building
a
self-­‐organizing
game-­‐based
learning
environment.
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49(5),
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Taekman
J.M.,
Segall
N.,
Hobbs
G.,
and
Wright,
M.C.
(2007).
3DiTeams:
Healthcare
team
training
in
a
virtual
environment.
Anesthesiology.
2007:
107:
A2145.
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M.
and
Murray-­‐Garcia,
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(1998).
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humility
versus
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criFcal
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educaFon.
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S.
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Standardized
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Curriculum.
June
2012
www.gamesforhealth.org

16. Contact
InformaFon
Eric
B.
Bauman,
PhD
ebauman@clinicalplayground.com
www.clinicalplayground.com
h]p://www.linkedin.com/in/ericbbauman
h]p://www.slideshare.net/ebauman
Clinical
Playground
LLC
@bauman1967
June
2012
www.gamesforhealth.org