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1. MedDbriefer: A Debriefing Research Platform and Tool to Support Peer-led Simulation-based Training in Healthcare

   Katz, S. ; Albacete, P. ; Jordan, P. ; Silliman, S. ; Yang, T. ( January 2023 , Proceedings of the Twenty-third International Conference of the Learning Sciences—ICLS 2023)

   Bilkstein, P. ; Van Aaist, J. ; Kizito, R. ; Brennan, K. (Ed.)

   MedDbriefer allows paramedic students to engage in simulated prehospital emergency care scenarios and receive an automated debriefing on their performance. It is a web-based tool that runs on a tablet. Although debriefing is purported to be one of simulation-based training’s most critical components, there is little empirical research to guide human and automated debriefing. We implemented two approaches to debriefing in MedDbriefer and are conducting a randomized controlled trial to compare their effectiveness. 

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2. Debriefings on Prehospital Care Scenarios in MedDbriefer—A Tool to Support Peer Learning

   Katz, S. ; Jordan, P. ; Silliman, S. ( January 2023 , Proceedings of the 3rd International Conference on Novel and Intelligent Digital Systems, NIDS 2023)

   Across the healthcare professions, many students don’t get enough practice doing simulated clinical interactions during course labs to feel confident about passing certification exams and treating actual patients. To address this problem, we are developing MedDbriefer, a web-based tutoring system that runs on a tablet. MedDbriefer allows peers to engage in supplemental clinical scenarios on their own. With its current focus on paramedic train-ing, one student “voice treats” a simulated patient as the leader of a mock emergency medical services team while a peer uses MedDbriefer’s check-lists to log the team leader’s verbalized actions. The system then analyzes the event log and generates a debriefing, which highlights errors such as as-sessment actions and treatment interventions that the team leader missed or performed late. This paper focuses on how the system analyzes event logs to generate adaptive debriefings. 

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3. Toward Wearable Devices for Multiteam Systems Learning

   Dubrow, S. ; Bannan, B. ( July 2019 , Lecture notes in computer science)

   This chapter provides an overview of an exploratory case study involving a multiteam system in the fire and rescue emergency context incorporating human sensor analytics (e.g., proximity sensors) and other data sources to reveal important insights on within- and between-team learning and training. Incorporating a design research approach, the case study consisting of two live simulation scenarios that informed the design and development of a wearable technology-based system targeted to capture team-based behavior in the live simulation and visualize it during the debriefing session immediately following to potentially inform within- and cross-team behavior from a multiteam systems perspective informed by theory and practice. 

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4. Engaging Students in Exploring Computer Hardware Fundamentals Using FPGA Board Games.

   Ramirez-Salgado, A. ; Hossain, T. ; Hoque, T. ; Bhunia, S. ; Koroly, M. J. ; Davey, B. ; Antonenko, P. ( June 2023 , 2023 ASEE Annual Conference & Exposition)

   Electronic devices have become indispensable in everyone’s life and so the computer hardware industry is demanding skilled professionals to design and physically implement devices to satisfy the market. However, misconceptions surrounding manufacturing jobs and the increasing initiatives to motivate students with engineering majors to focus on software-related topics such as artificial intelligence and blockchain are hindering students’ interest in hardware computing. Our project, funded by the NSF’s Improving Undergraduate STEM Education (IUSE) program, addresses the need to engage more students in explorations (and, eventually, design) of computer hardware by developing a set of games played on an easy-to-use hardware platform to understand and implement the fundamental concepts that are essential to modern computing systems (Figure 1). To encourage flexible and broad adoption, the games are conceived as standalone units within a curriculum design that leverages equitable pedagogical practices, experiential learning, and inquiry-based learning to cultivate engineering identity and persistence using situational interest and self-efficacy theories. We aim to offer the curriculum as an elective undergraduate course for all engineering majors at two US institutions and also research and evaluate the feasibility of implementing it as a summer program with high school students. Each module in the curriculum is divided into 5 phases: activation of prior knowledge, mini-lesson, gameplay, student-led work time, and debriefing. The games support collaboration rather than competition, and each lesson is tagged with equity spotlights, including Universal Design for Learning (UDL) and Culturally Sustaining Pedagogies (CSP) principles. Finally, informed by the Technological Pedagogical Content Knowledge (TPACK) framework, each lesson includes a teacher implementation guide and teacher educative materials to facilitate implementation (Figure 2). We have tested the first two games in the curriculum for usability and feasibility with a group of high school students. The topics of these games include binary arithmetic and Boolean logic gates. Participants were challenged to solve tasks using the hardware tools at their disposal. This usability and feasibility testing study provided us with important design and implementation implications. 

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5. How Does Working on an Interdisciplinary Service-Learning Project vs. a Disciplinary Design Project Affect Peer Evaluators' Teamwork Skills?

   Kumi, I. K. ( June 2023 , ASEE New England annual conference)

   Over the course of several semesters, two different project-based learning approaches were used in two undergraduate engineering courses–a 100-level introductory course that covered a general education requirement on information literacy and a 300-level fluid mechanics course. One project (treatment) was an interdisciplinary service-learning project, implemented with undergraduate engineering and education students who collaborated to develop and deliver engineering lessons to fourth and fifth-grade students in a field trip model. The other projects (comparison) involved a team-based design project contained within each class. In the 100-level course, students selected their project based on personal interests and followed the engineering design process to develop, test, and redesign a prototype. In the fluid mechanics class, students designed a pumped pipeline system for a hypothetical plant. This study aimed to determine whether participating in the interdisciplinary project affected students’ evaluation of their own and their teammates’ teamwork effectiveness skills, measured using the Behaviorally Anchored Rating Scale (BARS) version of the Comprehensive Assessment of Team Member Effectiveness (CATME). The five dimensions of CATME measured in this study are (1) contribution to the team’s work, (2) interacting with teammates, (3) keeping the team on track, (4) expecting quality, and (5) having relevant knowledge, skills, and abilities (KSAs). The quantitative data from CATME were analyzed using ANCOVA. Furthermore, since data were collected over three semesters and coincided with the pre, during, and post-phases of the COVID-19 pandemic, it was possible to examine the effects of the evolving classroom constraints over the course of the pandemic on the teamwork effectiveness skills of both the treatment and comparison classes. 

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