This piece of work forms part of my longer-term vision and specialism in Virtual Reality (VR) and immersive learning, contributing to my current efforts:
- Virtual Reality wall
- Exploring a pedagogical rationale for VR and immersive learning
- Enabling positive Virtual Reality and immersive learning adoption: a journey of integrating VR walls
- TILT Virtual Reality and Immersive Learning practice and scholarship group
- What is Immersive Learning and VR?
- Assessing the current position of the IHAP VR Walls
- Teaching Innovation of the Year, Student Nursing Times Awards 2024
Oxford Medical Simulation (OMS) VR simulation platform enables users to engage and practice on demand patient care in true-to-life simulation scenarios, from their computer or VR headset. Allowing users to learn from detailed feedback reports and track their progress via personalised analytics. I personally like this VR content and platform as I have not seen any other product as high-quality as this, especially in terms of the interaction and improving knowledge; critical thinking, problem-solving, decision-making skills and testing knowledge within the scenarios.
After having an online demonstration of Oxford Medical Simulations in March 2023, including Bodyswaps around the same time which I was curious of and can gain access to. I originally pursued an asynchronous approach with the overall purpose of obtaining feedback to generate use/business cases on prospective pedagogical purpose and interest for our subjects. And to complement our existing VR suites and look to purchasing some headsets. This piece also supports my digital learning strategy objective by scaling up our VR and immersive learning, through having access to VR-based content and the ability to use VR headsets with purpose – we have neither at the moment, but are actively used in other Higher Education Institutions. After a couple of attempts of this, the timing wasn't right and it didn't take off. However, one of the paramedic lecturers I invited to get involved in this attended a conference in Summer 2023. He keenly contacted me afterwards to see how we can implement such equipment, reviving this piece of work and becoming a collaborator alongside me. We met in August and discussed and combined our shared ambitions. We held another meeting and invited a advanced clinical practice lecturer to widen the discussion on a potential business case and how we should approach it. As we identified, this would be very costly and the current climate of tighten budgets and priorities wouldn't allow. So we decided to see this as a fact finding and feedback obtaining exercise, to build a business case for long-term implementation and have the information in place when we have a greenlight. I later discussed these plans with my Head and she was in agreement and confirmed the financial restrictions. It was later arranged through OMS in October to hold a demonstration of the scenarios and use with headsets. This was a success and acquired some positive feedback from students and staff. OMS later suggested setting up a 45-day trial to experience for a longer period and obtain more feedback, to support our business case - we were keen with this idea and wanted to proceed. With the hope that a license can be secured for ongoing use and integration into our curriculum area. I had a particular interest and emphasis on curriculum content connection on how it will be used, rather than people being excited by it then not to be used. The drivers are two-fold: 1) pedagogy – the value it will bring to the curriculum; critical thinking skills, decision-making , practical skills development, support simulated practice hours and placement preparation. Identifying strong needs and connections so that such equipment is used frequently and not stuck on shelves. As well as ensuring that we deliver what we promise on our highly technology-enabled building and facilities (promoted on website) - we don't want to false advertise and be labelled fraudulent. 2) Technology – innovative and modern; keeping our digital curriculum current and competitive.
From 19th February 2024, I coordinated a 45-day trial of the scenarios with a handful of lecturers and some of their student groups. Including an in-person demonstration on 27th February for both staff and students. Primarily aimed for wider staff and students to experience the scenarios and technology, develop ideas on further possibilities, and to obtain further feedback to support the development of a potential business case for when funds to become available. With the hope of evidencing the student and curriculum needs of why such technology is needed to support their learning through such immersive modalities. The feedback collected proves that it was useful for staff and students to experience the VR scenarios, and for them to witness and develop possibilities. Reflecting and connecting to curriculum content.
Whilst I am pleased with OMS, as this business case develops I will therefore need to evaluate other platforms and technologies to make comparable decisions. Of which one I was unable to attend in 2022, hosted centrally in the School of Social Sciences as part of a staff development day, Medical Realities. However, the questionnaire for the trial includes questions around comparisons to previous experiences and technologies.
I'll update this blog post as this piece develops.
