Using Mobile Augmented Reality to Enhance Health Professional Practice Education

The use of augmented reality (AR) as a new multimedia networking technology is increasing. An investigation was made of the value of using AR as a tool to support the teaching of clinical practice skills. A series of mobile AR resources were created for use on tablet computers and smartphones to supplement clinical skills teaching in the laboratory (using image recognition), and clinical practice (using geolocation). Undergraduate students in nursing, physiotherapy, and occupational therapy tested these resources in lab sessions, a location-based campus exercise, and during clinical practice experiences. Following this, a post-exposure web survey and focus group interviews were undertaken to appraise the value of these tools. Results demonstrated that the potential for students to use technologies they already possess in AR based m-learning may offer significant advantages, and offer a practical technique to engage learners. However, these technologies remain in an early stage of development and more robust implementations and sustainable platforms are required for mainstream educational use

Mentoring Graduate Students to Become Effective Teaching Assistants: Developing and Implementing a Student-Centred Program for Nursing

Teaching in the health professions, including nursing, requires specialized educational strategies that meet the needs of the current generation of learners. Currently there is a shortage of experienced post-secondary educators in nursing, possibly exacerbated by inadequate Teaching Assistant (TA) professional development programs. Most literature describes TA professional development programs that involve undergraduate students employed as TAs, and few consider how programs can mentor graduate students to develop their instructional skills, contribute to courses, and enhance their careers. There are limited reports in the Canadian context. In this article we outline the rationale, development, and implementation of a Graduate Teaching Assistant (GTA) mentorship program for graduate students at a school of nursing located in western Canada. Our aim is to provide mentorship and experience in educational strategies to graduate students, to help mentor and educate future nursing educators who are experienced post-secondary teachers. We discuss the rationale for offering the GTA mentorship program, followed by a description of the GTA mentorship program components. We highlight the role of the Senior TA, an experienced GTA who takes a leadership role in coordinating the program. Importantly, we discuss how knowledge related to cultural safety is presented, and how it has been adapted over time to meet GTAs’ needs. Finally, we discuss the evolution of a school of nursing GTA mentorship program, located in western Canada and we describe future changes to the program in order to remain relevant to the needs of graduate students in nursing, faculty and administration, and undergraduate nursing students. L’enseignement dans les professions de la santé, y compris les sciences infirmières, nécessite des stratégies pédagogiques répondant aux besoins de la génération actuelle d’apprenantes. Nous connaissons actuellement une pénurie d’enseignantes en sciences infirmières, possiblement aggravée par l’inadéquation des programmes de développement professionnel pour les auxiliaires d’enseignement (Teaching Assistant; TA). La littérature sur le sujet décrit surtout les programmes de développement professionnel pour les étudiantes de premier cycle qui sont embauchées comme auxiliaires d’enseignement; peu considèrent la façon dont les programmes peuvent soutenir les étudiantes des cycles supérieurs pour leur permettre de développer leurs habiletés d’enseignement, de contribuer aux cours, et d’améliorer leurs perspectives de carrière. Peu de rapports font état du contexte canadien. Dans cet article, nous justifions et exposons brièvement l’élaboration et la mise en œuvre d’un programme de mentorat pour les auxiliaires d’enseignement qui sont étudiantes aux cycles supérieurs (Graduate Teaching Assistant; GTA) dans une école de sciences infirmières de l’Ouest canadien. Notre objectif est d’offrir du mentorat ainsi qu’une expérience permettant à des étudiantes des cycles supérieurs de pratiquer des stratégies pédagogiques, afin de contribuer à la formation de nouvelles enseignantes chevronnées en sciences infirmières. Nous présentons le rationnel pour offrir un tel programme de mentorat pour les étudiants des cycles supérieurs et en décrivons les composantes. Nous soulignons le rôle de l’auxiliaire sénior, une auxiliaire expérimentée jouant un rôle de leader dans la coordination du programme. Chose importante, nous discutons de la manière de présenter les connaissances sur la sécurité culturelle, ainsi que de l’adaptation au fil du temps pour répondre aux besoins des auxiliaires d’enseignement. Enfin, nous abordons l’évolution du programme de mentorat pour les étudiantes des cycles supérieurs d’une école de sciences infirmières de l’Ouest du Canada; nous décrivons également les changements qui seront apportés au programme, afin qu’il réponde toujours aux besoins des étudiantes des cycles supérieurs en sciences infirmières, du corps professoral, de la direction et des étudiantes du premier cycle

Prostate cancer support groups: Canada-based specialists\u27 perspectives

To understand prostate cancer (PCa) specialists’ views about prostate cancer support groups (PCSGs), a volunteer sample of Canada-based PCa specialists ( n = 150), including urologists ( n = 100), radiation oncologists ( n = 40), and medical oncologists ( n = 10) were surveyed. The 56-item questionnaire used in this study included six sets of attitudinal items to measure prostate cancer specialists’ beliefs about positive and negative influences of PCSGs, reasons for attending PCSGs, the attributes of effective PCSGs, and the value of face-to-face and web-based PCSGs. In addition, an open-ended question was included to invite additional input from participants. Results showed that PCSGs were positively valued, particularly for information sharing, education and psychosocial support. Inclusivity, privacy, and accessibility were identified as potential barriers, and recommendations were made for better marketing PCSGs to increase engagement. Findings suggest prostate cancer specialists highly valued the role and potential benefits of face-to-face PCSGs. Information provision and an educational role were perceived as key benefits. Some concerns were expressed about the ability of web-based PCSGs to effectively engage and educate men who experience prostate cancer

Get a Grip:Evaluating Grip Gestures for VR Input Using a Lightweight Pen

The use of Virtual Reality (VR) in applications such as data analysis, artistic creation, and clinical settings requires high precision input. However, the current design of handheld controllers, where wrist rotation is the primary input approach, does not exploit the human fingers' capability for dexterous movements for high precision pointing and selection. To address this issue, we investigated the characteristics and potential of using a pen as a VR input device. We conducted two studies. The first examined which pen grip allowed the largest range of motion---we found a tripod grip at the rear end of the shaft met this criterion. The second study investigated target selection via 'poking' and ray-casting, where we found the pen grip outperformed the traditional wrist-based input in both cases. Finally, we demonstrate potential applications enabled by VR pen input and grip postures

Augmented Reality (AR) in the Labs: Using AR Technologies to Enhance Laboratory Learning

By the end of the session participants will have learned how simple augmented reality (AR) tools can be used to enhance laboratory and clinical education. Our secondary objectives are to explain: 1) Which forms of media (if any) seem most effective in enhancing lab-based education and training, 2) How mobile AR technologies can be practically employed in real-world teaching practice, 3) What student’s and instructors perceptions of these tools are, and what added value they may bring to the educational experience, and 4) The advantages and disadvantages of using mobile AR technologies to enhance lab-based clinical skills education and training. The session will detail a research project completed in 2013-14 to explore the use of mobile AR technologies and evaluate if they can be used to enhance lab-based clinical skills education and training in an undergraduate nursing program. The research team implemented AR tools using smartphones and tablets with the Layar® application to tag various pieces of lab equipment with multimedia resources explaining their use and context,. These were accessed by scanning the equipment or attached labels. A mixed methods evaluation of students and instructors experiences in using the tools was carried out (including web surveys and focus groups)

Integrating Flexible Learning into Healthcare Professional Education

In this session participants will explore how a flexible learning (FL) curriculum redesign strategy can be employed to develop interactive learning in professional healthcare education programs. The session will examine: 1) What is a FL strategy and flipped classroom? 2) How can we use simulation, mobile augmented-reality, social media and web-based blended learning techniques to effectively enhance the way we teach? 3) Which forms of flexible learning are likely to be most effective in enhancing clinical skills education and training? 4) What are the advantages and disadvantages of using flexible learning in health-professional education and training? 5) How can we best evaluate the impact of flexible learning? In this interactive session we will give details of an ongoing two year research project at the UBC School of Nursing to revise our undergraduate nursing curriculum to offer students a variety of new technological innovative educational experiences. We have introduced a range of new teaching strategies with FL, replacing 12 hours of classroom time in each of our clinical-focused courses with FL. These are being evaluated using a comprehensive mixed methods evaluation strategy, using comparative outcome performance measures, focus groups, surveys and pedagogic dimension mapping with both students and instructors

Immersive virtual reality health games: a narrative review of game design

Background: High quality head-mounted display based virtual reality (HMD-VR) has become widely available, spurring greater development of HMD-VR health games. As a behavior change approach, these applications use HMD-VR and game-based formats to support long-term engagement with therapeutic interventions. While the bulk of research to date has primarily focused on the therapeutic efficacy of particular HMD-VR health games, how developers and researchers incorporate best-practices in game design to achieve engaging experiences remains underexplored. This paper presents the findings of a narrative review exploring the trends and future directions of game design for HMD-VR health games. Methods: We searched the literature on the intersection between HMD-VR, games, and health in databases including MEDLINE, Embase, CINAHL, PsycINFO, and Compendex. We identified articles describing HMD-VR games designed specifically as health applications from 2015 onwards in English. HMD-VR health games were charted and tabulated according to technology, health context, outcomes, and user engagement in game design. Findings: We identified 29 HMD-VR health games from 2015 to 2020, with the majority addressing health contexts related to physical exercise, motor rehabilitation, and pain. These games typically involved obstacle-based challenges and extrinsic reward systems to engage clients in interventions related to physical functioning and pain. Less common were games emphasizing narrative experiences and non-physical exercise interventions. However, discourse regarding game design was diverse and often lacked sufficient detail. Game experience was evaluated using primarily ad-hoc questionnaires. User engagement in the development of HMD-VR health games primarily manifested as user studies. Conclusion: HMD-VR health games are promising tools for engaging clients in highly immersive experiences designed to address diverse health contexts. However, more in-depth and structured attention to how HMD-VR health games are designed as game experiences is needed. Future development of HMD-VR health games may also benefit from greater involvement of end-users in participatory approaches.Applied Science, Faculty ofMedicine, Faculty ofScience, Faculty ofOther UBCNursing, School ofReviewedFacult