SBIR Phase I: Improved Learning and Retention of Health Science Concepts Through the Use of Flexible and Dynamic Screen and Browser-Based Simulations

这个小企业创新研究（SBIR）第一阶段项目扩展了基于屏幕、医学生理学、计算机模拟设计的开发并增强了灵活性，使学生参与到积极的学习过程中。活体动物实验室教学的减少和基于网络的远程学习生理学教学的迅速扩展，产生了对引人入胜、科学准确的医学生理学模拟的需求。在第一阶段，将开发一个基于屏幕的商用机械呼吸机的计算机模拟原型，用于教授通风力学。第一阶段模拟将是先前开发的原型的扩展，该原型已显示出替代动物密集型教学实验室的教育干预的希望。第一阶段的实验将比较接触传统数字捕获讲座的学生与接触模拟课程的学生之间的即时和长期学习结果。将在一所兽医学院进行随机交叉实验，评估近期和长期学习情况。预计与传统讲座相比，使用模拟课程将提高学习效果。第二阶段的工作将通过开发基于浏览器的变体，并验证在不同主题和学生群体中出现的增强学习成果，来扩展该概念的可访问性和可市场性。如果成功，该项目的更广泛影响/商业潜力将是开发、生产和销售灵活、引人入胜和科学准确的模拟。这些新颖的模拟是为了帮助学生在健康科学学习和保留困难的医学生理学概念。目前可用的人体医学生理学模拟是昂贵和劳动密集型操作。由于经济和技术上的原因，他们不能达到大多数需要学习基本或高级生理概念的学生。Command Applied Technology的基于屏幕和浏览器的模拟成本更低，更灵活，为学生提供了一个动态的、引人入胜的界面，将生理原理与需要治疗的病人联系起来，将作为窗口和网络主动学习应用程序推向市场。这项技术的市场范围将包括高等院校的医学生理学课程，健康科学专业人员的继续教育和远程学习课程，高级心肺复苏术和自动体外除颤器培训课程，以及呼吸治疗和EMT/护理人员课程。预计第一阶段的积极结果将为该技术产生科学有效的、可发布的学习结果数据，并将Command应用技术公司定位于将模拟技术作为窗口或基于网络的主动学习补充推向市场的轨道上。

This Small Business Innovation Research (SBIR) Phase I project extends the development and enhances the flexibility of a screen-based, medical physiology, computer simulation design that engages students in an active learning process. Reduced availability of live animal laboratory instruction and the rapid expansion of web-based distance learning physiology instruction have created a demand for engaging, scientifically-accurate medical physiology simulations. In Phase I, a screen-based computer simulation prototype of a commercially-available mechanical ventilator used to teach ventilation mechanics will be developed. The Phase I simulation will be an extension of a previously developed prototype that has shown promise as an educational intervention for replacing animal-intensive teaching laboratories. The Phase I experiment will compare immediate and long-term learning outcomes among students exposed to traditional digitally-captured lecture with those of students that have hands-on access to the simulation. A randomized, crossover experiment will be conducted in a college of veterinary medicine to assess immediate and long-term learning. It is anticipated that access to the simulation will result in improved learning outcomes compared with traditional lecture. The Phase II effort will extend the accessibility and marketability of the concept by developing browser-based variants and validating that enhanced learning outcomes occur among diverse topics and student populations. The broader impact/commercial potential of this project, if successful, will be to develop, produce, and market flexible, engaging, and scientifically-accurate simulations. These novel simulations are designed to help students in the health sciences learn and retain difficult medical physiology concepts. Currently available human medical physiology simulations are costly and labor intensive to operate. For economic and technical reasons, they do not reach the majority of students who need to learn basic or advanced physiological concepts. Command Applied Technology's screen and browser-based simulations are less expensive, more flexible and present the student with a dynamic and engaging interface that links a physiologic principle to a patient that has a condition to be treated and will be marketable as windows and web active learning applications. Markets for this technology will range from medical physiology courses in colleges and universities, continuing education and distance learning programs for health science professionals, advanced CPR and automated external defibrillator training courses, and in respiratory therapy and EMT/Paramedic programs. The expected positive Phase I outcome will generate scientifically-valid, publishable, learning outcome data for this technology and will position Command Applied Technology, Inc. to be on a trajectory to market the simulation technology as windows or as web-based active learning supplements.