medicine in a box old
Healthcare education founded on learning design principles, wrapped up in games and put in boxes inside boxes.
case: what are the steps to an entirely new, low-cost, high quality health care education? The education of the future, one that acknowledges the the vast information available on the internet and current advances in AI, will focus on materials and environments that inspire creative adaptation and life-long learning. The first prototype: a series of high value games and experiences as authentic training tools. Authentic games provide assessment and feedback with real-world implications. These then form the key components of future training environments and curricula. With them we prove the power of inspiration, autonomy, and data driven feedback as precursors to mindfulness and quality deliberate practice.
Four years of medical school gave me a chance to do an in depth, if informal, empathic study of hundreds of students as we struggled to learn medicine. From numerous discussions and a dive into the clinical reasoning and education literature, it became evident that a new way of thinking about education was necessary. It would require rethinking the roll of student and teacher and the focus of educators. This early whiteboard for the development of a series of surgical management and reasoning training experiences came after participating in the surgical clerkship and talking with numerous residents, fellows, faculty and staff. Each box represents a game that will allow individuals to optimize their training. This ideation overview then propelled us back into the interview and definition phase for a deeper dive into a single Radiology game.
An initial study for a card-based radiology game. The listening phase involved both assessing existing materials, student and faculty requests, as well as spending time and playing with board and card gamers to understand the intellectual and imaginative values players brought to bear and the value different games provided. The key take away from the definition phase of the design process for a training game was that the game mechanics and point system of the game can and should reinforce a real-world skill. Climbing gyms provided a good paradigm. By optimizing to different types and difficulties of climbs in a well-set gym, climbers can prepare for real-world outdoor climbing. The data is relevant. Games may or may not have that relevance. Tests as games, for the most part, do but are rarely used for self-assessment or are fun. It would be our job to make sure that these games are fun, effective and authentic. From the considering this individual game, the concept of lo-fi, lo-tech simulation emerged as a large cost win. When we realized that we could develop paper based games prior to digitizing, we created all the benefits of a tactile and social experience with none of the drawn out development time and costs associated with software.