Abstract:

Interactive visualization by augmented reality (AR) and virtual reality (VR) into the e-REAL online platform—not within head-mounted displays—can contribute enormously to enhance teamwork during a crisis, fostering situational awareness and contextual intelligence, as well as cognitive retention of essential steps and procedures to be performed during an ongoing crisis. A mnemonic known as Name-Claim-Aim is being used to facilitate crisis management and decision making. AR and VR technology reproduces the mnemonic as well as a variety of different emergent situations, enabling learners to interact with virtual scenarios. Effective team management during a crisis is a core element of expert practice.

After decades’ worth of dedicated simulation education, teamwork experts at the Center for Medical Simulation in Boston, MA, USA (CMS) developed cognitive aids to help facilitate learning of this mnemonic and an “Event Manager” checklist was created to facilitate designating roles effectively.

The “Name-Claim-Aim” mnemonic and the “Event Manager” checklist have been adopted by the Massachusetts General Hospital (MGH) for inclusion on

the latest version of their Emergency Manuals. Our coursework is designed around those tools, enhanced by AR and VR.

AR and VR technology (e-REAL system) reproduces a variety of different emergent situations, enabling learners to interact with multimedia scenarios and practice using as a mnemonic Name-Claim-Aim in a virtual environment. Subsequently, learners rapidly cycle between deliberate practice and directed feedback (RCDP) within a high-fidelity simulation scenario until mastery is achieved. Common RCDP implementation strategies include: splitting simulation cases into segments, micro-debriefing in the form of “pause, debrief, rewind and try again” and providing progressively more challenging scenarios.

Method of delivery:

During the first part of the program, learners are requested to be compliant with the “Name-Claim-Aim” mnemonic in order to manage the crisis by coordinating the team roles and efforts. The interactive videos that they are shown feature unexpected clinical or non-clinical, emergent scenarios, including extreme, dangerous environmental threats. During this further module participants are expected to understand that visualization, if linked in interactive ways to the learners, allows for the better use of the neural processes and for better learning and meaningful behavior change. So they are expected to understand how to design situations requiring rapid intervention, team communication, knowledge sharing, effective decision-making and management of unforeseen events—taking into consideration critical contextual factors such as a lack of time, scarcity of resources and tools, and a multitude of impactful factors.

Participants’ awareness about how to use AR and VR technology, as well as animated visual storytelling, in order to allow learners to interact with multimedia scenarios reproducing very different situations. During the entire course, participants are immersed in different scenarios designed by visual storytelling techniques that allow them to practice handling realistic situations, rather than learning facts or techniques out of context. Much like being immersed within a video game, they are challenged by facing real cases within complex scenarios that present a more real wealth of information.

Learning Objectives:

1. Design and deliver a program enhanced by interactive visualization, augmented and virtual reality, without special glasses.
2. Know an easy-to-remember mnemonic called Name-Claim-Aim and use it within a number of virtual interactive scenarios.
3. Identify the roles needed for an effective Crisis Resource Management and a debriefing strategy to use (Rapid Cycle Deliberate Practice).