Augmented Learning Environment for wound care simulation
Paper presented at the EDEN Annual Global Meeting 2016 in Budapest, Hungary from 15-17 June 2016.
Introduction
Emerging technologies for teaching and learning have made it possible to create environments, scenarios and virtual patients that simulate clinical practices in order to promote the development of skills and knowledge in healthcare education (Lewis et al., 2005; Hogan, Sabri, & Kapralos, 2007). These simulations are seen as educational techniques that bring interactivity and immersion into the learning process, allowing the recreation of clinical experiences without the risk of causing harm to patients (Maran & Glavin, 2003). Other known advantage is the possibility learners have to practice an unlimited number of times a procedure or technique until correct realization, before applying it in real-world scenarios (Rey et al., 2006).
Virtual reality (VR) and Augmented reality (AR) are examples of emerging technologies for teaching and learning that allow the creation of digitally enhanced learning environments. These technologies are expected to have an impact in education, as highlighted by the Horizon report for Higher Education in 2010, 2011, and most recently in 2016 (Johnson et al., 2010, 2011, 2016). Regarding healthcare education, several studies indicate the positive effect of AR and VR in developing decision making skills and practical procedures using virtual simulators, with a higher impact on non-experienced participants (Zhu et al., 2014).
However, using VR in healthcare education can be a debatable approach since it immerses learners in a synthetic environment, enabling them to see the surrounding real-world. Acting in a different environment from which learners will have to act in real life scenarios is another concern to take into account.
Reference
Jorge, Nelson; Morgado, Lina; Gaspar, Pedro (2016). Augmented Learning Environment for wound care simulation in Teixeira, Szucs and Mazar (2016). Conference Proceedings EDEN 2016 Annual Conference. Page 256- 264. ISBN 978-615-5511-10-3. License CC-BY 4.0.
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