Me, A Doc!

我，一个医生！

• 批准号: 8318823
• 负责人: Alvin Rees Midgley
• 金额: $ 49.2万
• 依托单位: NOTABOOK PUBLISHING, INC.
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-04 至 2014-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8318823
• 关键词: Achievement; Attitude; Biology; Bundling; Code; Collection; Complex; Computer software; Computers; Data; Decision Making; Development; Diagnosis; Diagnostic; Disadvantaged; Disease; Educational Background; Ethnic Origin; Evaluation; Extensible Markup Language; Feedback; Focus Groups; Fostering; Frequencies; Funding Opportunities; Goals; Health Occupations; Health Sciences; Image; Individual; Knowledge; Laboratories; Laboratory Finding; Lead; Learning; Libraries; Licensing; Link; Marketing; Medical; Methods; Minority; Monitor; Motivation; Online Systems; Outcome; Patients; Performance; Phase; Play; Process; Race; Recording of previous events; Relative (related person); Research Infrastructure; Role; Running; Schools; Science; Series; Signs and Symptoms; Simulate; Sorting - Cell Movement; Students; Symptoms; Tablets; Technology; Testing; Thinking; United States National Institutes of Health; Video Games; Virtual Library; Work; animation; base; career; college; commercialization; computer program; design; disease diagnosis; evidence base; high school; human disease; improved; innovation; interest; literacy; programs; prototype; research study; response; scaffold; skills; socioeconomics; theories; tool; undergraduate student; university student

DESCRIPTION (provided by applicant): Me, A Doc! is a serious medical diagnosis role-playing simulator program in a video game interface that aims to improve high school and college student learning about the biology of disease in a way that fosters critical thinking and reduces the achievement gap often seen with minority or disadvantaged students - goals of the NIH. Players assume the role of a doctor who takes histories, makes diagnoses, and, ultimately, recommends treatments. In each case, players ask questions to learn symptoms, do exams to obtain signs, and order laboratory tests. Using evidence-based inquiry in a virtual library, the player reaches a diagnosis, answers a series of Socratic feedback learning questions that clarify and stimulate thinking, and then, during an epilogue, learns the outcome for each case. The approach, which partners library inquiry, evidence-based reasoning, literacy scaffolding, and feedback learning, is designed to educate high school students, undergraduate students, and others contemplating a health professions career about the diagnosis of disease and medically related biology. A prototype of Me, A Doc! was developed during Phase I and evaluation showed that students warmly welcomed the program, used evidence-based reasoning to sort through complex information and arrive at a diagnosis, and learned about medical science during the process. Aims for Phase II are: (1) improve the program infrastructure, expand program capabilities, and manage new extensions; (2) develop a prioritized list of chief complaints associated with common diseases, and create supporting library files and definitions; (3) develop new cases from these disease-related files; (4) monitor development of the resulting cases with focus groups and conduct a controlled evaluation; and (5) evaluate commercialization strategies, identify and develop partnership arrangements for marketing and distribution to schools and colleges, and design a marketing and dissemination campaign for licensing individual use. Evaluation with 600 students (high school and college) in class and working individually outside of class will involve two pre-tests to assess the effect of test-taking on knowledge gain and a post test to assess the effect of the program on knowledge gain, attitude, interest, and motivation. Prior results with a similar approach suggest that Me, A Doc! will result in knowledge gain, promote critical thinking, and reduce the achievement gap seen too often in the performance of students differing in race/ethnicity, educational background, and socioeconomics - all while generating strong student appreciation and support.

描述(申请人提供)：我，A单据！是一个严肃的医疗诊断角色扮演模拟器程序，在视频游戏界面中，旨在通过培养批判性思维并缩小少数族裔或弱势学生经常看到的成绩差距的方式，改善高中生和大学生对疾病生物学的学习-这是NIH的目标。玩家扮演的角色是一名医生，他记录病历，进行诊断，最终推荐治疗方法。在每种情况下，玩家都会提问以了解症状，进行检查以获得体征，并下令进行实验室测试。利用虚拟图书馆中的循证调查，玩家得出一个诊断，回答一系列苏格拉底反馈的学习问题，以澄清和刺激思维，然后在结语中，了解每个案例的结果。这种方法与图书馆查询、基于证据的推理、识字支架和反馈学习相结合，旨在教育高中生、本科生和其他考虑从事健康职业生涯的人关于疾病诊断和医学相关生物学的知识。我的原型，医生！在第一阶段开发，评估显示，学生们热烈欢迎该计划，使用基于证据的推理来分类复杂的信息并得出诊断，并在此过程中了解医学科学。第二阶段的目标是：(1)改善计划基础设施，扩大计划能力，并管理新的扩展；(2)制定与常见疾病相关的主要投诉的优先列表，并创建支持性图书馆文件和定义；(3)从这些与疾病相关的文件中开发新病例；(4)与重点小组一起监测由此产生的病例的发展，并进行受控评估；(5)评估商业化战略，确定和发展向学校和大学营销和分发的合作伙伴安排，并设计一项允许个人使用的营销和传播活动。对600名学生(高中生和大学生)在课堂上和课外单独工作的评估将包括两个前测和一个后测，前者用于评估考试对知识获取的影响，后者用于评估该计划对知识获取、态度、兴趣和动机的影响。之前类似方法的结果表明，我，一个医生！这将带来知识增长，促进批判性思维，并缩小在不同种族/民族、教育背景和社会经济状况的学生表现上经常出现的成就差距--所有这些都会产生强烈的学生欣赏和支持。