SBIR Phase I: Improved Learning and Retention of Health Science Concepts Through the Use of a Just-in-Time Teaching, Mobile Device Simulations

这个小型企业创新研究（SBIR）第一阶段项目是一个移动设备医疗模拟设计，让学生参与到积极的学习和课前活动中。课前作业被记录下来，以提高学生的学习，但传统的阅读满足学生的依从性差。学生拥有的平板电脑/智能手机的日益普及创造了一个平台，以满足对引人入胜的、科学准确的、作为课前活动分发的移动模拟的需求。在第一阶段，将开发一种平板电脑/智能手机移动模拟原型，以模拟一种市售的电子胎儿监视器，用于教授围产期监测。第一阶段的移动模拟将源自先前开发的模拟技术，以改善学习。第一阶段的实验将比较使用课前移动模拟的护理学生与接触传统阅读或没有课前活动的护理学生的学习结果。在某护理学院进行随机对照实验，评估学生的学习情况。与传统技术相比，使用课前移动模拟有望提高学习效果。第二阶段的工作应该通过开发相关学科的移动模拟来扩展这一概念的可访问性和市场化，并验证在不同的主题和学生群体中会产生更好的学习成果。这个SBIR一期项目的更广泛/商业影响是开发、生产和营销引人入胜的、科学准确的移动设备模拟，旨在帮助健康科学专业的学生学习困难的医学生理学概念。课前阅读作业和测验可以改善学生的学习，为积极的学习活动腾出课堂时间，并使教师能够根据学生的需要定制他们的演讲。不幸的是，学生对课前阅读的依从性差，以及教师在课前复习学生作业所需的时间增加，这两者结合在一起，限制了课前学习的使用和益处。拟议的移动模拟技术提供了一个动态的、引人入胜的、以临床为重点的课前活动，并结合了一种学习分析方法，有助于量化学生的知识。这项技术将作为Android、iOS和Windows智能手机/平板电脑应用进行营销。由于移动模拟可以很容易地适应生物科学中的任何概念，因此在产科护理方面的成功的SBIR工作可以扩展到各种健康相关生物科学学科的应用程序库，包括学院和大学的生理学课程，护理，医学和呼吸护理学院的特定主题课程内容，以及一般的本科和高中生物科学课程。

This Small Business Innovation Research (SBIR) Phase I project is a mobile device healthcare simulation design that engages students in an active learning, pre-class activity. Pre-class assignments are documented to improve student learning but traditional reading meets with poor student compliance. The increasing prevalence of student-owned tablets/smartphones creates a platform to satisfy a demand for engaging, scientifically accurate, mobile simulations distributed as pre-class activities. In Phase I, a tablet/smartphone mobile simulation prototype will be developed to simulate a commercially available, electronic fetal monitor used to teach perinatal monitoring. The Phase I mobile simulation will be derived from previously developed simulation technology documented to improve learning. The Phase I experiment will compare learning outcomes among nursing students using the pre-class mobile simulation with those exposed to traditional reading or no pre-class activity. A randomized, controlled experiment will be conducted in a college of nursing to assess learning. Access to the pre-class mobile simulation is expected to result in improved learning outcomes compared with traditional techniques. The Phase II effort should extend the accessibility and marketability of the concept by developing mobile simulations for allied disciplines and validating that enhanced learning outcomes occur among diverse topics and student populations.The broader/commercial impact of this SBIR Phase I project is the development, production, and marketing of engaging and scientifically accurate, mobile device simulations that are designed to help students in the health sciences learn difficult medical physiology concepts. Pre-class reading assignments and quizzes can improve student learning, free up class time for active learning activities, and enable instructors to customize their presentations according to student need. Unfortunately, poor student compliance with pre-class reading and the increased faculty time needed to review student assignments prior to a scheduled lecture have combined to limit the use and benefits of pre-class learning. The proposed mobile simulation technology delivers a dynamic and engaging, clinically-focused, pre-class activity combined with a learning analytics method that helps to quantify student knowledge. This technology will be marketed as Android, iOS and Windows smartphone/tablet applications. Because the mobile simulation can be easily adapted to any concept in the biosciences, a successful SBIR effort in obstetrical nursing can be scaled-up to a library of applications in a variety of health related bioscience disciplines including physiology courses in colleges and universities, topic specific course content in colleges of nursing, medicine, and respiratory care, and in general undergraduate and high school biosciences courses.