P72 21st century immersive simulation lab. (3rd November 2019)

• Record Type: Journal Article
• Authors: Power, David; McGuire, Kevin; Hick, Paula; Keogh, Martin; Henn, Patrick; O'Reilly, Barry
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 5(2019)Supplement 2
• Page Start: A92
• Page End: A92
• Publication Date: 2019-11-03
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2019-aspihconf.170
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Background: ASSERT, UCC are designing and self-building an immersive simulation space; a 21st century learning environment. The immersive space is a flexible learning space, which facilitates training for restrictive educational settings, is engaging to those outside of healthcare training, appealing to generation Z learning styles, and is scalable to leverage the potential of future XR technologies. Summary of work: A high quality paint finish infused with fine silver and diamond reflects either moving, or still images from 6 professional 8500 lumen projectors, illuminating three walls. The corners are curved to avoid sharp right angles, allowing seamless blending and wrapping of video. Installation of high quality speakers ensures optimum audio in the 70m² immersive space. In addition to high quality projection and audio; DMX controlled scenting machines, fogging machine, lighting and high turbine fan ensure a multi-sensory experience, to increase fidelity and simulation immersion. Four HD cameras record live activity in the space, which can be used for debriefing, assessment, and remote observation. In an adjacent control room 8m², trainers can manipulate the projected images/videos from a powerful Alienware PC, operate simulators, control radio-microphones, operate sensory effects by DMX command, and view the participants on two 65' OLED screens. OLED screens perform better in darkness, with superior viewing angles, deeper black levels giving higher quality contrast and richer colour, and therefore more suitable to simulation control room ergonomics. Results of work: It is a large undertaking, which requires considerable resources in floor space, time and expertise. It has generated much interest with healthcare sciences, allied sciences and the community. Discussion: The projects second phase will see the installation of motion detection devices, so there is full interactivity with the projection displays, and advancement of the applications of XR technologies. The aim will be to maximise telepresence in the virtual world with full interactivity and deep immersion. The technology will be used to supplement carefully designed curriculum and learning objectives, as it is not a substitute for high quality instructional and educational methods. Conclusion: Applications are broad from training pre-hospital personnel in austere conditions, to most hospital and community settings. The application of immersive simulation has shown benefit to people with phobias, anxieties and learning difficulties¹. The space will be used to foster collaboration between departments, and to engage with industry and community, as it is a learner-centred environment to which generation Z will relate, respond and interact with. References: Maskey, M., Lowry, J., Rodgers, J., McConachie H., Parr, J. (2014). Reducing Specific Phobia/Fear in Young People with Autism Spectrum Disorders (ASDs) through Virtual Reality Environment Intervention. PLOS ONE . http://doi.org/10.1371/journal.pone.0100374