Thomas Soto, M.Ed., CHSOS, CHSE
Goal Statement: It’s my professional goal to enhance medical learning experiences with health care simulation using experiential learning frameworks and develop a way to foster the same learning attitudes in other learning contexts.
INTERNAL CONNECTIONS
Internal Connections
I am mostly passionate about technology as the element of technology adds a medium for knowledge gained in each respective STEM topic. The applicability of educational technologies and instructional technologies can be applied to the other fields of STEM to facilitate a more tangible transfer of information between the educator and learner. For example, visual images in texts assist learners with conceptualizing cells. Computerized images are used to explore organisms found in topics like immunology and cell biology (Educatellc.com, 2016). Information sharing is also an avenue that can assist learners by enabling educators to share content. For instance, there are blogs that are managed by other educators that allow writers to publish articles relevant to their scientific studies (Missbakersbiologyclass.com, n.d.). The technological facilitation is an advantage to educators who are designing curriculum based on ideas and concepts that are examined in other educational contexts. A blog written by an author “Noa” titled, “The Biology of Music” elaborates on how minor chords creates dissonance while major chords create a joyful emotion. A song or even consistent sound with minor chords may impact a learner’s educational experience; the concept of major and minor chords connecting with types of feelings also carries over to speech patterns (Missbakersbiologyclass.com, n.d.). Focusing on the impact of an audio device in the classroom and concept and the socialization of the idea over the principle of inflection or musical patterns, instructional technology in a facilitation and support role increases the overall academic environment for both teacher and student. The impact of technology increases the teacher’s toolset I any educational context.
I like teaching and developing courses for medical and healthcare educators that use medical simulation to facilitate education for healthcare professionals. This can encompass sciences such as anatomy and physiology when considering case-based studies and differential diagnosis. The science component contributes to history and physical assessment. Labs are conducted and requested by the primary physician to determine abnormalities that lead the physician to prescribe a treatment plan. For example, radiological exams are interpreted by a radiologist. The interpretation of the x-ray is conducted by a radiologist and the physician decides which route of care is best for the patient. The underlying point is the simulation combines multiple disciplines and background STEM subjects. For instance, a physician assistant may prescribe a medication for a patient and uses a mathematical formula to administer a medication. This often occurs in an emergent situation. The contribution of pathophysiology – study of physiological processes – helps the provider determine the treatment plan for the patient. Creating a learning objective based of real-world occurrences is best supported by the application of instructional technologies such as human simulators or computer-based simulations. The introduction of VR and similar technologies in the past decade has enhanced the paradigm of medical simulation. There’s also an emphasis in construct of the scenario or learning model. An action involving an error in medication administration may cause the patient’s condition to deteriorate. For example, there is a responsibility by the healthcare staff to speak up before the medication is administered in the scenario of an error in medication administration. A variable may be applied at any segment of the patient encounter process underlining an objective.
In terms of medical simulation and contributing technologies, one domain may be the contribution of virtual reality and gaming to the paradigm. Considering the component of an extended reality consisting of AR and VR platforms, the contribution is in creating an immersive world where a provider can explore the knowledge, skills, and attributes of a surgical case or other type of patient encounter enhancing their ability to perform those skills in an actual case (Deselle et. al., 2020). Another aspect is the contribution of spatial context and real-time adjustments involving tasks that the surgeon or provider will accomplish during a case. Creating learning environments without physical assets in one factor of integration. The augmentation of virtual cases is also a logistical powerhouse as virtual and augmented reality supports a lack of caseloads with virtual caseloads (Deselle et. al., 2020). Some systems that support human memory systems in dealing with conceptualization and the integration of anatomy and physiology are those which produce holograms of the muscular and skeletal system. In terms of memorization, VR and AR supports similarly the retention of visual and muscle memory. The manipulation of surgical tools and connection with the skill and target are reenforced overtime to increase accuracy and proficiency. When integration is formative, the measurement of both objectives can be exposed over time (Deselle et. al., 2020). An example of further integration may be explored by adding role players operated by AI or a user. In this context, a role player may expose or guide the learner toward other learning objectives associated with the scenario.
References
Desselle, M. R., Brown, R. A., James, A. R., Midwinter, M. J., Powell, S. K., & Woodruff, M. A. (2020). Augmented and Virtual Reality in Surgery. Computing in Science & Engineering, Vol. 22, no. 3, pp. 18-26, doi: 10.1109/MCSE.2020.2972822.
Educatellc.com., (2016). Retrieved June 12, 2021 from. https://educatellc.com/subject-help/science/biology/
Missbakersbiologyclass.com., (n.d.) Retrieved June 12, 2021 from. (http://missbakersbiologyclass.com/blog/
EXTERNAL CONNECTIONS
External Connections
Science and Technology
Within the contexts of Science and Technology, I feel the integration of the two subjects is appropriate for primary contexts dealing with scientific logic and would like to explore a post-secondary context like Anatomy and Physiology and the implementation of an advanced technological tool dealing with extended reality. Considering TEKS and scientific concepts at a first-grade level, there are several objectives associated with or requiring technology. For example, an overarching goal in the context of first grade science is to recognize and explore their environment. An overarching goal in Technology Applications at the first-grade level is familiarity with the six strands of Technological Applications which are 1. creativity and innovation, 2. communication and collaboration, 3. research and information fluency, 4. critical thinking, problem solving and decision making, 5. digital citizenship, 6. and technology operations and concepts (TEKS, 2020).
The examination of material, objects, and organisms may accompany a technological objective as examining raw material or organism found in the environment may be best facilitated by a technological device or tool. Paired objectives considering the above information and found within the domains of Science and Technology Application is complimentary. For example, in the Creativity and Innovation domain, students are required to develop a digital product using virtual environments as a medium (TEKS, 2020). The scientific domain of investigation and reasoning can be explored when the student is given a lesson encompassing asking questions associated with organisms found in nature (TEKS, 2020). The educator uses digital storytelling to facilitate the above objectives and create a lesson where the student is asking and answering their own questions through the medium of digital storytelling.
Sci-Tech
I think there are fundamental points of integration through the entirety of science and technology. A Sci-Tech curriculum for a year would consist of the science curriculum facilitated by technological means and target technological learning objectives. I would also like to briefly discuss the facilitation of a congruent structure in an advanced anatomy and physiology curriculum. I would like to see VR incorporated with a topic like matter and energy. For instance, a first grader would have a lot to gain in terms of operating a VR headset when measured against a domain of Technology Applications like technology operations and concepts. The operation of the device would transfer easily using technological systems to accomplish tasks and subobjectives. While a popular game like Fruit Ninja could be modeled lime Mine Craft Education Edition to classify and observe objects and all other subobjectives in the topic of matter and energy.
Essentially virtual worlds are created to give a learner an experience that isn’t readily available in a physical environment. In an A&P class, using a VR headset or an AR system to explore the Musculo-skeletal system is a useful tool. The other alternative is a cadaver, which is logistically intensive, but gives the learner a more authentic understanding. At the collegiate level, most learners are digital natives and do not have a whole lot more to gain from operating a headset. However, some medical simulators that are also considered a type of VR, introduce the learner to tools that are used in laparoscopic and endoscopic procedures. The systems also have haptics. The emphasis in these cases is more associated with task completion but learning objectives that are associated with application of the tools can be realized when associated metrics are examined by an educator. A Sci-Tech engine may be appropriate when considering procedures that are in the curriculum of a surgical or medicine resident or the same subspecialties.
Sci-TechM
A third STEM Subject added to Sci-Tech would be mathematics and I would refer to the line of curriculum as Sci-TechM. An integrated approach to science supported by technology and augmented by mathematics would prepare learners for placement in an advanced medical education program. The concept of integrating all three fields also contributes to the STEM career pipeline. I feel strongly about the integration because science and mathematics are both components of premedical education. For example, there are several science prerequisites for placement in Medical School at TTUHSC El Paso. Some required science courses are Biochemistry and General Chemistry, and the courses require mathematics as perquisites. Moreover, math requirements for entry into the program are Physics with laboratories and Statistics. The integration of Math and Science are apparent even at the prerequisite undergrad level. Crossover between the three fields is also relevant in terms of technology application as hospitals become more reliant on advanced equipment to provide enhanced patient care. Earlier, I mentioned that tech operation is a learning objective in first-grade Technology Application TEKS standards. Consider that ventilated patient management is one of the areas of critical care where technology is a requirement. Ventilators and the operation and application of the systems facilitated lifesaving interventions for patients suffering from respiratory failure during the COVID-19 pandemic. Patient care involved applying calculations to maintain positive end-expiratory pressure (peep) therapy. Science specializations like epidemiology and pathophysiology contributed to the knowledgeability of how to effectively treat patients and it was an ongoing adjustment in practice. The STEM professional works in an integrated STEM atmosphere, so the academic pipeline should reflect the same integratory practice.
Reference
TEKS. (2020). Retrieved June 13, 2021. from. https://tea.texas.gov/academics/curriculum-standards/teks/texas-essential-knowledge-and-skills