Biomedical Engineering Reference
In-Depth Information
issue). If a space is to be used with a ratio of
one participant per hour, then that would be
dramatically different than a space that is used
by three to four participants per hour. This is
important for the design team and will also be
beneficial for the customer in justifying space
allocation to their respective executive.
Functionality - relates to the ability of the space
to comfortably achieve the desired function and to
allow for good flow dynamics within the specified
space. This includes the ability to give easy access
and egress, easy access to washroom facilities, easy
access to storage, and all necessary spaces for the
defined activity. It also speaks to the ability of one
spacetonotinterferewithanother.Itisimportant
to consider how people enter and leave a defined
space. Do they need to traverse another teaching
area? In considering functionality, the design team
should consider if the functional integrity of the
facility remains intact when in full use. I have often
found it useful to draw footpaths on paper to
represent groups of participants as they move in
and out of the center and how they move within
acenter.
Type of Simulation - It either determines the use of
the space or is defined by the space (virtual hospital
example). The type of simulation will define the
requirements of the space (large room versus a set of
rooms). This is discussed in considerable detail in the
next section, as it is likely the most important factor.
It can also be the most constraining.
technology. The program requirements will dictate this.
VR trainers may also have a significant footprint and
utility requirements, therefore, will require more than
just a cubicle.
4.5.6.2 Skills training area
This type of area embraces many of the same issues as
with VR training. There is considerably more history
with skills centers - especially within nursing. The old
metaphor includes beds within a room often aligned
along the wall with a central desk area in the middle.
This arrangement has it benefits but requires a sub-
stantive footprint given the size of the beds and the
space required around them. The important question to
ask is for what purpose will these beds be used? Do the
trainees really need all the beds for their activities? Do
the training exercises always require a full-size manne-
quin or person in the bed? If not, then what percent of
the time does it not? If the percent of time that actually
truly requires a bed is small, then it is important for the
customer to understand the trade-off - loss of functional
space. Beds in particular are problematic as they cannot
be easily moved and stored (especially with today's
more specialized beds). Skill training areas are well
suited for large ''flexible rooms.'' In this environment,
the instructor can address the entire room but also has
the flexibility of setup not being hindered by beds.
There are many activities that require tables rather than
beds. This is especially true of partial-task trainers.
Certain skill areas will require specialized smaller rooms
(e.g., patient room). These rooms are useful for physical
assessment that would inappropriate in a large room.
These rooms can also be utilized for standardized
patient encounters.
4.5.6 Space by design
4.5.6.1 Virtual reality area
4.5.6.3 Computer-based learning area
This skill setting may or may not require a single room for
a single trainer or may, on the other hand, include many
trainers in a single room. In this case, establishing the
type of trainer and how it is to be used is of importance.
For the purpose of this chapter, we will not touch on VR
using ''cave'' technology. Placing trainers in different en-
vironments may affect the objectives of the session. As an
example, interventional radiology trainers may be used in
a realistic patient environment or in a generic classroom.
In the case of the former, the trainee is not only exposed
to the immersion of the technology but also to that of the
environment as well. The environment is contextually
closer to reality than a simple classroom. The objectives
of a course can therefore be expanded from just pro-
cedural skill training to include cognitive skill training.
The design of a more generic setting can range from
a large room to a series of rooms with groupings of
Learning that leverages this type of technology has its
unique characteristics. It is typically done in a larger
area divided into cubicles or self-study areas. The
question to be posed is whether a dedicated space for
this type of training is required and if one already exists
within the institution. The temptation is to make all
that is simulation occur in the same facility. The de-
mands of a computer-based environment are much
more reliant on self-study than most other forms of
simulation. In the case of computer-based training,
there may already be sophisticated and well-developed
space for this purpose. Careful consideration should
therefore be given as to whether this space is required
or if this activity can be done at another location. Recall
that the simulation facility is premium space for very
specialized activities.
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