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"History Study and teaching Simulation methods."
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Historia ludens : the playing historian
\"This book aims to further a debate about aspects of 'playing' and 'gaming' in connection with history. Reaching out to academics, professionals and students alike, it pursues a dedicated interdisciplinary approach. Rather than only focusing on how professionals could learn from academics in history, the book also ponders the question of what academics can learn from gaming and playing for their own practice, such as gamification for teaching, or using 'play' as a paradigm for novel approaches into historical scholarship. 'Playing' and 'gaming' are thus understood as a broad cultural phenomenon that cross-pollinates the theory and practice of history and gaming alike\"-- Provided by publisher.
Book
Can You Beat Churchill?
How do you get students to engage in a historical
episode or era? How do you bring the immediacy and
contingency of history to life? Michael A. Barnhart shares the
secret to his award-winning success in the classroom with Can
You Beat Churchill? , which encourages role-playing for
immersive teaching and learning. Combating the declining enrollment
in humanities classes, this innovative approach reminds us how
critical learning skills are transmitted to students: by
reactivating their curiosity and problem-solving abilities.
Barnhart provides advice and procedures, both for the use of
off-the-shelf commercial simulations and for the instructor who
wishes to custom design a simulation from scratch. These
reenactments allow students to step into the past, requiring them
to think and act in ways historical figures might have. Students
must make crucial or dramatic decisions, though these decisions
need not align with the historical record. In doing so, they learn,
through action and strategic consideration, the impact of real
individuals and groups of people on the course of history.
There is a quiet revolution underway in how history is taught to
undergraduates. Can You Beat Churchill? hopes to make it a
noisy one.
eBook
Artificial Intelligence (AI)-Based simulators versus simulated patients in undergraduate programs: A protocol for a randomized controlled trial
Background
Healthcare simulation is critical for medical education, with traditional methods using simulated patients (SPs). Recent advances in artificial intelligence (AI) offer new possibilities with AI-based simulators, introducing limitless opportunities for simulation-based training. This study compares AI-based simulators and SPs in undergraduate medical education, particularly in history-taking skills development.
Methods
A randomized controlled trial will be conducted to identify the effectiveness of delivering a simulation session around history-taking skills to 67 fifth-year medical students in their clinical years of study. Students will be assigned randomly to either an AI-simulator group (intervention) or a simulated patient group (control), both will undergo a history-taking simulation scenario. An Objective Structured Clinical Examination (OSCE) will measure the primary outcomes. In contrast, secondary outcomes including student satisfaction and engagement, will be evaluated following the validated Simulation Effectiveness Tool-Modified (SET-M). The statistical approach engaged in this study will include independent t-tests for group performance comparison and multiple imputations to handle missing data.
Discussion
This study’s findings will provide valuable insights into the comparative advantages of artificial intelligence-based simulators and simulated patients. Results will guide decisions regarding integrating AI-based simulators into healthcare education and training programs. Hybrid models might be considered by institutions in the light of this study, providing diverse and effective simulation experiences to optimize learning outcomes. Furthermore, this work can prepare the ground for future research that addresses the readiness of AI-based simulators to become a core part of healthcare education.
Journal Article
Analysis of virtual standardized patients for assessing clinical fundamental skills of medical students: a prospective study
Background
History-taking is an essential clinical competency for qualified doctors. The limitations of the standardized patient (SP) in taking history can be addressed by the virtual standardized patient (VSP). This paper investigates the accuracy of virtual standardized patient simulators and evaluates the applicability of the improved system’s accuracy for diagnostic teaching support and performance assessment.
Methods
Data from the application of VSP to medical residents and students were gathered for this prospective study. In a human–machine collaboration mode, students completed exams involving taking SP histories while VSP provided real-time scoring. Every participant had VSP and SP scores. Lastly, using the voice and text records as a guide, the technicians will adjust the system’s intention recognition accuracy and speech recognition accuracy.
Results
The research revealed significant differences in scoring across several iterations of VSP and SP (
p
< 0.001). Across various clinical cases, there were differences in application accuracy for different versions of VSP (
p
< 0.001). Among training groups, the diarrhea case showed significant differences in speech recognition accuracy (
Z
= -2.719,
p
= 0.007) and intent recognition accuracy (
Z
= -2.406,
p
= 0.016). Scoring and intent recognition accuracy improved significantly after system upgrades.
Conclusion
VSP has a comprehensive and detailed scoring system and demonstrates good scoring accuracy, which can be a valuable tool for history-taking training.
Journal Article
Virtual simulation system in cataract education for medical undergraduates: a prospective quasi-experimental study
Virtual reality (VR) simulation has transformative potential in medical education by allowing risk-free practice of clinical procedures in anatomically accurate, immersive environments. This study aimed to evaluate the effectiveness of a virtual reality simulation teaching model for cataract surgery in undergraduate medical education, compared to traditional teaching methods. A prospective study was conducted with 71 undergraduate students majoring in ophthalmology and optometry at Nanjing Medical University, divided into an experimental group (
n
= 35) and a control group (
n
= 36). The experimental group received practical training using a VR simulation model, while the control group received traditional offline practical training. Teaching effectiveness was assessed in three modules—clinical reasoning competency, clinical diagnostic proficiency, and surgical technical skills—through dual-mode assessments based on both the VR simulation platform and traditional methods. Results showed that the experimental group scored significantly higher in both traditional and VR assessments (
P
< 0.05). In the traditional assessment, the experimental group scored higher in Total Score (82.22 ± 4.34 vs. 76.83 ± 5.14), Clinical Reasoning Competency (12.61 ± 0.81 vs. 12.01 ± 0.81), Clinical Diagnostic Proficiency (48.98 ± 3.33 vs. 46.03 ± 3.96), and Surgical Technical Skills (20.64 ± 0.79 vs. 18.79 ± 1.67). This advantage was even more pronounced in the VR assessment, with the experimental group showing substantial superiority in Total Score (84.06 ± 4.85 vs. 71.06 ± 6.84), Clinical Reasoning Competency (10.57 ± 2.19 vs. 9.08 ± 2.06), Clinical Diagnostic Proficiency (52.17 ± 2.83 vs. 43.36 ± 4.01), and Surgical Technical Skills (21.31 ± 2.19 vs. 18.61 ± 2.93). The virtual reality simulation teaching model significantly enhanced medical students’ clinical thinking, clinical diagnosis, and surgical operation skills, outperforming traditional teaching methods.
Journal Article
An assessment of clinical reception training using standard patient and dental simulator in prosthodontic dentistry for dental undergraduates: a historical control trial
Background
Clinical reception training plays a crucial role in developing undergraduates’ clinical thinking and competence. The study aimed to evaluate the effectiveness of clinical reception training conducted by standard patients (SPs) and dental simulators among undergraduate students.
Materials and methods
In the first week of the internship, sixty-five 5
th
-year undergraduate students were divided into two groups: SP group, which received traditional theoretical training along with clinical reception training, and control group that only received traditional theoretical training. After 2 weeks and 8 weeks of training, all students were assessed with real patients by experienced prosthodontists using Mini-CEX assessment score sheets. Statistical analysis was performed using independent-samples T test or repeated-measures ANOVA (
P
< 0.05).
Results
The total performance of interns in the SP group was superior to that of the control group, particularly in history taking, physical examination, and doctor-patient communication (
P
< 0.05). There were no significant differences between the two groups in terms of clinical judgement, medical record, and overall capabilities. Both groups showed improved results after 8 weeks compared to those obtained after 2 weeks.
Conclusion
Integrating SPs and dental simulators into clinical reception training can effectively enhance undergraduate students’ ability in history taking, physical examination, and doctor-patient communication. This training method effectively aids in mastering the reception process and is recommended for wider implementation in dental undergraduate education.
Journal Article
A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic
Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers’ and students’ points of view in both secondary and higher education.
Journal Article
The Role of AI in Historical Simulation Design: A TPACK Perspective on a French Revolution Simulation Design Experience
This study explores the integration of generative artificial intelligence (GenAI), specifically ChatGPT, in designing a historical simulation of the French Revolution for eighth-grade students. Using the technological pedagogical content knowledge (TPACK) framework, the research examines how GenAI facilitated and obstructed the creation of an immersive educational experience, addressing the challenges and opportunities it presents. The study employs an explanatory case study methodology combined with autoethnographic elements, capturing the dynamic interplay between AI tools and educators in the design process. The simulation incorporated faction-based role-playing to engage students in historical decision-making, influenced by both pre-revolutionary and revolutionary events. GenAI played multiple collegial roles in the design process, including as a subject matter expert, game mechanics designer, and content communicator, enhancing efficiency and creativity. However, its limitations—such as unverified information, anachronisms, and biases—necessitated careful consideration, drawing on content matter expertise and knowledge of curriculum and class context. Findings indicate that the effective use of GenAI to assist simulation design requires a robust integration of content knowledge, technological proficiency, and pedagogical strategies within the TPACK framework. The study contributes to emerging research on AI’s role in pedagogical design process, with implications for history education and beyond.
Journal Article