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

这个小型企业创新研究(SBIR)第一阶段项目扩展了基于屏幕的医疗生理学计算机模拟设计的开发，并增强了其灵活性，使学生参与到积极的学习过程中。活体动物实验教学的减少和基于网络的远程学习生理学教学的快速扩展产生了对参与式、科学准确的医学生理学模拟的需求。在第一阶段，将开发一种基于屏幕的用于教授通风机械的商用机械通风机的计算机模拟原型。第一阶段的模拟将是先前开发的原型的扩展，该原型已显示出取代动物密集型教学实验室的教育干预前景。第一阶段的实验将比较接受传统数字捕获讲座的学生和亲身体验模拟的学生的即时和长期学习结果。一项随机的交叉实验将在一所兽医学院进行，以评估即刻和长期学习。预计与传统授课相比，访问模拟将带来更好的学习结果。第二阶段的工作将通过开发基于浏览器的变体并验证不同主题和学生群体之间是否有更好的学习成果来扩大这一概念的可及性和可销售性。该项目的更广泛的影响/商业潜力，如果成功，将是开发、生产和销售灵活、引人入胜和科学准确的模拟。这些新颖的模拟旨在帮助健康科学领域的学生学习和记住困难的医学生理学概念。目前可用的人体医学生理学模拟操作成本高且劳动密集型。由于经济和技术方面的原因，大多数需要学习基本或高级生理学概念的学生都没有接触到这些课程。指令应用技术的屏幕和基于浏览器的模拟更便宜，更灵活，为学生提供了一个动态和吸引人的界面，将生理原理与需要治疗的患者联系起来，并将作为Windows和网络主动学习应用程序进行销售。这项技术的市场将包括学院和大学的医疗生理学课程、面向健康科学专业人员的继续教育和远程学习计划、高级CPR和自动体外除颤器培训课程，以及呼吸疗法和EMT/辅助医疗计划。预期的积极的第一阶段结果将为这项技术产生科学有效的、可发布的学习结果数据，并将使Command应用技术公司走上将模拟技术作为窗口或基于网络的主动学习补充进行营销的轨道。

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.