International Journal of Healthcare Simulation

Background:

‘The future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds’ [1]. Our simulation was designed to raise aspirations as to what is ‘possible’ for our wider faculty as we expand our simulation-based education (SBE). The ‘Godzilla’ multi-casualty exercise offered a fun and engaging theme to the serious focus on student development and assessment. Facilitated at a music venue enabling creative visual and audio backdrops, to a dynamic and immersive learning space. This exploited sensory boundaries in the form of challenging environments, whilst focusing expectations for our student cohorts to demonstrate clinical praxis. The directing staff (DS) included academics, Critical Care Practitioners, Nurses, and Paramedics who ensured a multidisciplinary overview of students’ safety and feedback discussions, appraising decision making, treatment, and management of multiple patient scenarios.

Methods:

Drawing upon the multimedia and interdisciplinary expertise from the faculty, a holistic set of skills brought together the creation of an authentic educational experience, with the evaluation of the students against clinical expectations of a modern healthcare response. The main points of contact were at ‘handover’ post patient extraction and assessment, to senior clinicians. This exercise modelled inclusive approaches, reflected in the seminal Delphi study that identified requirements and opportunities in Immersive Learning namely: Facilitating Authentic Learning Experiences and Developing the Capabilities of the Future Workforce [1]. This approach aligns with the NHS Simulation Strategy [2] but also with the psychological concept of flow and deep absorption in learning proposed by the Open University Innovating Pedagogy report [3]. Premised on the innovation of best learning moments, our student tasks were designed to engender deep involvement through memorable learning activities.

Results:

36 level 4 Paramedic students and 24 level 6 Paramedic students undertook the simulated challenges. Facilitators and learners reported high levels of satisfaction and attainment of praxis. Comparisons were recognised between cohorts that informed future adaptations and design, evaluating tasks for future ambitions, fusing interdisciplinary endeavours.

Conclusion:

This successful exercise met the key learning objectives and students identified this as a ‘memorable’ point in their learning. Inclusion of our allied health professions had handover scenarios filmed with 360° and conventional cameras, and videos were edited for future curricular inclusion. The learning from this inaugural event will inform the diversity and complexity of future tasks set for students. Further feedback capture methods will be used to quantify further investment into future simulation-based educational endeavours.

References

1. Lee MJ, Georgieva M, Alexander B, Craig E, Richter J. State of XR & Immersive Learning Outlook Report 2021. Immersive Learning Research Network, Walnut, CA. 2021.

2. Health Education England (HEE) A national vision for the role of simulation and immersive technologies in health and care. NHS: 2020

3. Kukulska-Hulme A, Bossu C, Coughlan T, Ferguson R, FitzGerald E, Gaved M, Herodotou C, Rienties B, Sargent J, Scanlon E, Tang J, Wang Q, Whitelock D, Zhang S. Innovating Pedagogy 2021: Open University. Innovation Report 9: 2021