Me, A Doc!

我，一个医生！

• 批准号: 8199487
• 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 2013-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8199487
• 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; 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. PUBLIC HEALTH RELEVANCE: Consistent with the goals of the Funding Opportunity Announcement, Me, A Doc! is a new, discovery-oriented educational software program that will provide technology and tools for high school and undergraduate students to learn about human disease and related biology in an engaging and motivating way. Designed for use in classrooms or by individuals with computers or tablets, this interactive learning tool can be disseminated widely and will lead to enhanced health science literacy of students and the public.

描述（由申请人提供）：我，一个医生！是一个严肃的医学诊断角色扮演模拟器程序，在一个视频游戏界面中，旨在提高高中生和大学生对疾病生物学的学习，以一种培养批判性思维的方式，减少在少数民族或弱势学生中常见的成就差距——这是美国国立卫生研究院的目标。玩家扮演医生的角色，收集病史，做出诊断，并最终推荐治疗方法。在每种情况下，玩家通过提问来了解症状，通过检查来获得征兆，并要求进行实验室测试。在虚拟图书馆中使用基于证据的调查，玩家得出诊断，回答一系列苏格拉底式的反馈学习问题，这些问题澄清并激发思考，然后，在尾声中，了解每个案例的结果。该方法结合了图书馆查询、循证推理、识字脚手架和反馈学习，旨在教育高中学生、本科生和其他考虑从事健康职业的人有关疾病诊断和医学相关生物学的知识。《我，医生！》的原型是在第一阶段开发的，评估显示学生们对该项目非常欢迎，他们使用循证推理对复杂的信息进行分类并得出诊断，并在此过程中学习了医学科学。第二阶段的目标是：(1)改进程序基础结构，扩展程序能力，并管理新的扩展；(2)制定与常见疾病相关的主诉优先列表，并创建支持库文件和定义；(3)从这些疾病相关档案中发现新的病例；(4)与焦点小组一起监测最终病例的发展情况，并进行对照评估；(5)评估商业化策略，确定并制定面向学校和学院的营销和分销合作安排，并设计营销和传播活动，以许可个人使用。600名学生（高中和大学）在课堂上进行评估，并在课外单独作业。评估将包括两次前测，以评估考试对知识获取的影响，以及一次后测，以评估课程对知识获取、态度、兴趣和动机的影响。先前类似方法的结果表明，Me, a Doc！将导致知识的获取，促进批判性思维，并减少在不同种族/民族，教育背景和社会经济背景的学生的表现中经常出现的成就差距-所有这些都将产生强烈的学生赞赏和支持。