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ID

MVP-WP-02

Title

Activity Model + VPD

Players

Activity player, VPD player, student, tutor, virtual learning environment

Assumptions

Suitable tools and resources exist, all users have access to suitable networked computers (or equivalent).
A clinical tutor is preparing a PBL activity. She wants to create a series of web pages that will show patient data as her students work through the case and deal with emerging problems. She also wants her four different groups to deal with slightly different patient presentations.

Description

The tutor first adapts an existing virtual patient to show the basic information required for the activity. She then makes four copies and changes some details on each such as the patient's name, date of birth, test result details and so on. These are loaded into the local VPD player.
The tutor then writes a workbook as a series of web pages (in a courseware authoring system) along with questions that take the student through the essential stages in the PBL activity. The workbook is also copied and loaded into the activity player in the local virtual learning environment and each one is assigned to one of the four PBL groups. The last stage in preparing the activities is to connect each of the different VPD variants (via the VPD player) to the four different group's activities thereby making them subtly different.
At the start of the activity groups of students are directed to work through the online activity. The students logon and access the activity as a group through the activity player. They work through the exercises and questions in the activity. From time to time they launch and refer to the virtual patient record in a new activity player window (running the inline VPD player) in order to support their studies.

Transactions

Tutor locates and adapts virtual patient.
Tutor makes copies of virtual patient and customises each in turn.
Tutor uploads new virtual patients to local VPD player.
Tutor creates online activity workbook.
Tutor makes copies of the workbook and assigns them to the four different PBL groups.
Students access the activity player in groups and work through online PBL workbooks.
Students call up the virtual patient record in the virtual patient player from within the activity (workbook) player.

Exceptions

Tutor is supported in the preparation by others (such as learning technologists). Same VPD and workbook used for all PBL groups. Students work alone rather than in groups.

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ID

MVP-WP-03

Title

Activity model + Data Availability Model + Media Resources + VPD

Players

Tutor, students, computer assisted learning package player, virtual learning environment

Assumptions

Suitable tools and resources exist, all users have access to suitable networked computers (or equivalent).
A clinical tutor is preparing a long case PBL activity. She wants to create a series of web pages that will progressively show more and more patient data as her students work through the case and deal with emerging problems.

Description

The tutor first adapts several existing virtual patients to represent the same patient over time with a number of different presentations and interventions. These VPD data are merged to create a single virtual patient suitable for a long case exercise. The PBL exercise consists of a number of presentations and associated questions and problems for the students to work through. These are assembled as a series of steps in a computer assisted learning package with key questions or decisions to structure progress. When each question set has been answered more patient data is released to the student. The tutor therefore assigns different parts of the virtual patient to different sections of the online package. The activity is essentially linear so the tutor sets the release so that data, once released, remains available. The tutor next assigns key exemplar resources such as images and video clips to pages in the computer assisted learning package. Finally the tutor sets the computer assisted learning package player in the local virtual learning environment to release the activity to their students at the start of PBL exercise.
The computer assisted learning package becomes available to the students at the start of the PBL activity and they work through it individually but with shared chat/discussion facilities to afford discussion and collaborative problem solving. The virtual patient data appears inline in the computer assisted learning package player pages.

Transactions

Tutor adapts and merges virtual patients to create a new long-case virtual patient.
Tutor creates computer assisted learning package and sets up sections within it delimited by key questions or decisions.
Tutor assigns virtual patient data to different sections of the computer assisted learning and sets release to cumulative so that data, once released, remains available.
Tutor adds media resources to computer assisted learning package.
Tutor sets up computer assisted learning package in player in local virtual learning environment.
Tutor schedules release of activity through the virtual learning environment.
Students access computer assisted learning package player via local virtual learning environment.
Students work through exercises.

Exceptions

Various alternative authoring and runtime steps and players. virtual patients are not merged but run as separate virtual patient instances.

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ID

MVP-WP-04

Title

Global State Model + Activities + VPDs + Media Resources + Data Availability Models

Players

'virtual ward' game engine, student, activity service, VPD service, resource service, Data Availability Model service

Assumptions

Suitable tools and resources exist, all users have access to suitable networked computers (or equivalent). In particular the virtual ward game engine is set up with appropriate activities and follows basic game interaction affordances (physical movement, acquisition and use of resources and tools etc).

Description

A student wants to practice her decision-making skills using the online 'Virtual Ward Round' provided by a national clinical education organisation. She logs on to the Virtual Ward website and downloads a copy of the virtual ward game engine player. She next creates a new activity profile assigning it a role, area of specialty, educational level and name.
The student next starts the virtual ward game engine, which immediately presents her with a simple introductory orientation activity. The student works through the activity successfully and is next presented with a clinical case activity. The activity allows her to work through a patient presentation drawing upon clinical data (VPD) and media resources to form a diagnosis and treatment plan. The virtual ward game engine only allows her to proceed once she has successfully diagnosed the problem and presented a suitable treatment regime. Once the student has done this she is presented with a different and slightly harder case - and so on until all the cases for her educational level and specialties. Feedback (both environmental and critical) is given at every stage.
Her performance metrics for each completed section are stored, thereby allowing the student to continue where she left off and also to work with several different profiles. Profiles in turn allow her to experiment with different educational levels and specialties.

Transactions

Student logs on to virtual ward website and downloads virtual ward game engine player.
Student creates new profile and starts new session.
Virtual ward game engine checks for completed sections and finding none presents training scenario.
Student works through orientation activity.
On completion of orientation, the first basic case activity (matching profile educational level and specialty is loaded), which in turn loads VPD and media resource data from their respective services.
Student works through first case activity and receives feedback from the virtual ward game engine environment and by text or audio messages.
Student's input and performance metrics are stored as part of the student's user profile.

Exceptions

Alternative game engines (see notes below). Loading an existing profile would allow the student to continue where she left off. Virtual ward game engine player runs inline to a web-browser so no download.

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