Biomedical Engineering Reference
In-Depth Information
found in full-size high-fidelity mannequin-based simula-
tion. Training Rooms 1 and 2 may/maynot have beds. This
has implications as to its function: a ward-like setting for
training multiple participants skills at the bedside or an
open area with multiple stations to use task trainers, VR
trainers, etc. The key to this design is versatility and
function, while maintaining the sanctity of educational
isolation when needed.
immersive interactive education. Attention to the se-
lection of a design and project team is important. Who
you include may be less important than who you do not
include. The facility design should suit the program
needs, which in turn have an obligation to curricular
objectives. Flow, utilization, and functionality remain at
the forefront of a good design specialist. There is not one
single design but a set of guiding principles that have at
least partially been covered in this chapter. If nothing else,
this chapter should serve to spur the imagination
and
il-
lustrate the complexity of thought that goes into effective
design. In ending, summarizing this chapter, I find myself
thinking of the virtual hospital again. The idea is truly
exciting and hard to resist. I will however remain true to
education and fight the desire - for the time being.
4.5.9 Conclusion
The design of a simulation facility is deliberate and
precise. It requires imagination and forethought. It is
not a hospital or clinic;
it
is
space dedicated to
