Educational opportunities for students addressing issues in sustainable built environments are evolving with new learning approaches. Our study asked if technology mediated learning environments using AR （augmented r...Educational opportunities for students addressing issues in sustainable built environments are evolving with new learning approaches. Our study asked if technology mediated learning environments using AR （augmented reality） can enhance student learning in the architecture and engineering disciplines. There were multiple study sites, two of them University of Arkansas and Florida International University are discussed. At each site, three collaborative projects were assigned to student teams during fall 2016. Students analyzed an existing building and developed alternative solutions based on improving energy performance. Our paper presents： （1） the research challenge related to the integration of immersive head-mounted display technology providing visual simulations and interactive lessons for interdisciplinary collaboration; and （2） the progress of Phase 1 consisting of our control group results run without the use of AR technology.展开更多
Introduction: Education and skill enhancement in palliative and end of life care is rarely part of the foundational medical education curriculum. The progress of student physicians tends to be measured by their abilit...Introduction: Education and skill enhancement in palliative and end of life care is rarely part of the foundational medical education curriculum. The progress of student physicians tends to be measured by their ability to synthesize and demonstrate basic medical knowledge and clinical skills but offers little assessment of the maturation of attitudes or their values. The University of New England College of Osteopathic Medicine (UNECOM), immerses second year medical students in a hospice home for 48 hours to enhance students’ perspectives in interprofessional palliative and end of life care. Methods: This project utilized qualitative ethnographic and autobiographic research designs. Two female second year medical students (27 y/o & 26 y/o) were immersed for 48 hours into a local hospice home, sleeping in a bed where others had died, to answer the question: “What is it like for ME to live in the Hospice Home for 48 hours and how does this contribute to my future as a practitioner?” Data were collected in the form of journal notes for pre-fieldwork, fieldwork, and post-fieldwork and included subjective and objective reporting of observations, experiences, and patient/family encounters. Analyses included journal review and thematic categorization and coding through content analysis. Results: Themes common to both students that factored in the research question and their prior stated interest areas of medical humanities and person-centered care at end of life were identified. Three themes were selected for this article: 1) Person-Centered Experiences, 2) Spectrum of Communication, and 3) Introspection: Attitudes and Values. The process of living in the hospice home for 48 hours revealed students’ attitudes about various disease processes, their personal experiences with death and dying, and their assumptions about how patients approach death. Conclusion: This Hospice Home Immersion project provided both an educational approach and learning environment that was effective in advancing medical students’ attitudes, skills, and knowledge as evidenced by their self-reported life altering learning about end of life and palliative care.展开更多
基金Acknowledgments The work described in this paper was partially supported by the National Science Foundation under award No. 1504898. The Holoens-AR development work is underway at the Tesseract Center at the University of Arkansas under the direction of Dr. David Fredrick with Keenan Cole, Chloe Costello and undergraduate Corey Booth. Documentation of the Vol Walker construction was done by the Center for Advanced Spatial Technologies （CAST） at the University of Arkansas.
文摘Educational opportunities for students addressing issues in sustainable built environments are evolving with new learning approaches. Our study asked if technology mediated learning environments using AR （augmented reality） can enhance student learning in the architecture and engineering disciplines. There were multiple study sites, two of them University of Arkansas and Florida International University are discussed. At each site, three collaborative projects were assigned to student teams during fall 2016. Students analyzed an existing building and developed alternative solutions based on improving energy performance. Our paper presents： （1） the research challenge related to the integration of immersive head-mounted display technology providing visual simulations and interactive lessons for interdisciplinary collaboration; and （2） the progress of Phase 1 consisting of our control group results run without the use of AR technology.
文摘Introduction: Education and skill enhancement in palliative and end of life care is rarely part of the foundational medical education curriculum. The progress of student physicians tends to be measured by their ability to synthesize and demonstrate basic medical knowledge and clinical skills but offers little assessment of the maturation of attitudes or their values. The University of New England College of Osteopathic Medicine (UNECOM), immerses second year medical students in a hospice home for 48 hours to enhance students’ perspectives in interprofessional palliative and end of life care. Methods: This project utilized qualitative ethnographic and autobiographic research designs. Two female second year medical students (27 y/o & 26 y/o) were immersed for 48 hours into a local hospice home, sleeping in a bed where others had died, to answer the question: “What is it like for ME to live in the Hospice Home for 48 hours and how does this contribute to my future as a practitioner?” Data were collected in the form of journal notes for pre-fieldwork, fieldwork, and post-fieldwork and included subjective and objective reporting of observations, experiences, and patient/family encounters. Analyses included journal review and thematic categorization and coding through content analysis. Results: Themes common to both students that factored in the research question and their prior stated interest areas of medical humanities and person-centered care at end of life were identified. Three themes were selected for this article: 1) Person-Centered Experiences, 2) Spectrum of Communication, and 3) Introspection: Attitudes and Values. The process of living in the hospice home for 48 hours revealed students’ attitudes about various disease processes, their personal experiences with death and dying, and their assumptions about how patients approach death. Conclusion: This Hospice Home Immersion project provided both an educational approach and learning environment that was effective in advancing medical students’ attitudes, skills, and knowledge as evidenced by their self-reported life altering learning about end of life and palliative care.
