A 3D Virtual Hospital World using
Multi-player Online Simulation (MOS)
Wm. LeRoy Heinrichs, MD, PhD,
Professor (Emeritus, Active) and
Past Chair, Dept/ Ob/Gyn
Associate Director, SUMMIT.
Stanford University School of Medicine
Stanford, CA
Virtual Emergency Department
A Virtual Patient with a Splinted Leg, and Pneumothorax,
Vital signs deteriorate in 12-15min, requires immediate Rx
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Windows-based PC with graphics
card
Connection to the Internet
Mouse or Game Controller
Headsets
Six Avatars selected and operated by trainees (role-players)
Why Videogame
Technology?
1–Virtual Environments are engaging – you can
• Go places you’ve never been –
• Be a person you’ve never known –
• Do things you’ve never done before –
– that’s why they’re FUN
2–And they
• Afford situational learningbetter retention
• Teach what to do, and what NOT to do
• Prepare users for advanced, higher stakes,
more costly simulations, or real experiences
3–AND, our students are leading us there • • •
ED Multi-bay Treatment Room
Photo-inspired
Virtual 3D
Environment
–––
Adult ED at
Stanford
University
Medical Center
July 2006
ED Isolation Treatment Room
Photo-inspired
Virtual 3D
Environment
–––
Adult ED at
Stanford
University
Medical Center
July2006
2006
July
Robotar programmed to die from
asphyxia in 3-30min, depending on
dose of nerve toxin – sarin
Nerve Gas
Treatment
at
Adult ED at
Stanford
University
Medical Center
Dec 2006
Virtual World for CPR Training
Peninsula High School – CA & Stockholm
April 2006
Cognitive Skills of CPR
Guidelines for Healthcare Professionals:
OLD method: Check carotid
pulse during initial assessment
NEW: Just . .
Repeat
Give 15 chest compressions.
Do two rescue breaths
Mr. Brooks, Are You OK?
QuickTime™ and a
Sorenson Video 3 decompressor
are needed to see this picture.
August 2006
OLIVE:
OnLine
Interactive
Virtual
Environment
Progress and Plans
On-Line Interactive Virtual Environments:
• Downtown buildings & streets – Peninsula City
• Emergency Department – Stanford
• High School – Peninsula City & Stockholm
• Global Bank – Peninsula City – disaster training
What’s needed –
• All critical care facilities - OR’s, ICU’s, CCU’s, DR’s
for adults and pediatrics . . . and
• Clinics, pharmacies, radiology, & administration, too
– the ENTIRE Virtual Hospital!
An International,
Multi-disciplinary Team
Colleagues@Stanford University School of Medicine:
• Pat Youngblood, PhD (Ed), Director of Evaluation, SUMMIT
• Sakti Srivastava, MD, SUMMIT & Hand Surgery (New Delhi)
• Parvati Dev, PhD (EE), Director, SUMMIT, IRT
• Robert Cheng, MEng, Technical Support, SUMMIT
• KimMarie Hansen, MA., Teacher, Redwood High School
Colleagues@Karolinska Institutet, Stockholm, Sweden:
• Li-Fellander Tsai, MD,PhD, Director, Simulation Center,
• Johan Creutzfield, MD, Anesthesiologist,
• Karl Stengard, PhD, Teacher, Huddinge Gymnasium
& Umea University, Umea, Sweden:
• Leif Hedman, PhD, Dept. Psychology,
Colleagues@Forterra Systems, Inc., San Mateo, CA
• Laura Kusumoto, VP Forterra Studios
• Arnold Hendrick, Senior Project Designer
Partial funding by TATRC and WGLN
Virtual 3D World Hospital
Questions??
1– How difficult is learning to navigate and role-play in a 3D World?
Ans: Learning the interface functions for choosing desired
actions and movements takes between 30min and an hour for
first timer’s – videogame players ‘get-it’ faster;
• role-playing is an art akin to drama, verbal and gesturing skills
are very helpful.
2– What’s the evidence that this learning technology works?
Ans: Use in military & fire-fighter instruction has proven to be
life-saving. SUMMIT’s & Karolinska’s formative research in Med-icine suggests that team training in a Virtual ED is as immersive
& effective for learning as high-fidelity manikin scenarios. Interns
diagnosed, treated and ‘saved’ six robotars ‘programmed to die’.
No intern had ever had this responsibility or experience before!