Me, A Doc!

我，一个医生！

• 批准号: 8318823
• 负责人: Alvin Rees Midgley
• 金额: $ 49.2万
• 依托单位: NOTABOOK PUBLISHING, INC.
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-04 至 2014-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8318823
• 关键词: Achievement; Attitude; Biology; Bundling; Code; Collection; Complex; Computer software; Computers; Data; Decision Making; Development; Diagnosis; Diagnostic; Disadvantaged; Disease; Educational Background; Ethnic Origin; Evaluation; Extensible Markup Language; Feedback; Focus Groups; Fostering; Frequencies; Funding Opportunities; Goals; Health Occupations; Health Sciences; Image; Individual; Knowledge; Laboratories; Laboratory Finding; Lead; Learning; Libraries; Licensing; Link; Marketing; Medical; Methods; Minority; Monitor; Motivation; Online Systems; Outcome; Patients; Performance; Phase; Play; Process; Race; Recording of previous events; Relative (related person); Research Infrastructure; Role; Running; Schools; Science; Series; Signs and Symptoms; Simulate; Sorting - Cell Movement; Students; Symptoms; Tablets; Technology; Testing; Thinking; United States National Institutes of Health; Video Games; Virtual Library; Work; animation; base; career; college; commercialization; computer program; design; disease diagnosis; evidence base; high school; human disease; improved; innovation; interest; literacy; programs; prototype; research study; response; scaffold; skills; socioeconomics; theories; tool; undergraduate student; university student

DESCRIPTION (provided by applicant): Me, A Doc! is a serious medical diagnosis role-playing simulator program in a video game interface that aims to improve high school and college student learning about the biology of disease in a way that fosters critical thinking and reduces the achievement gap often seen with minority or disadvantaged students - goals of the NIH. Players assume the role of a doctor who takes histories, makes diagnoses, and, ultimately, recommends treatments. In each case, players ask questions to learn symptoms, do exams to obtain signs, and order laboratory tests. Using evidence-based inquiry in a virtual library, the player reaches a diagnosis, answers a series of Socratic feedback learning questions that clarify and stimulate thinking, and then, during an epilogue, learns the outcome for each case. The approach, which partners library inquiry, evidence-based reasoning, literacy scaffolding, and feedback learning, is designed to educate high school students, undergraduate students, and others contemplating a health professions career about the diagnosis of disease and medically related biology. A prototype of Me, A Doc! was developed during Phase I and evaluation showed that students warmly welcomed the program, used evidence-based reasoning to sort through complex information and arrive at a diagnosis, and learned about medical science during the process. Aims for Phase II are: (1) improve the program infrastructure, expand program capabilities, and manage new extensions; (2) develop a prioritized list of chief complaints associated with common diseases, and create supporting library files and definitions; (3) develop new cases from these disease-related files; (4) monitor development of the resulting cases with focus groups and conduct a controlled evaluation; and (5) evaluate commercialization strategies, identify and develop partnership arrangements for marketing and distribution to schools and colleges, and design a marketing and dissemination campaign for licensing individual use. Evaluation with 600 students (high school and college) in class and working individually outside of class will involve two pre-tests to assess the effect of test-taking on knowledge gain and a post test to assess the effect of the program on knowledge gain, attitude, interest, and motivation. Prior results with a similar approach suggest that Me, A Doc! will result in knowledge gain, promote critical thinking, and reduce the achievement gap seen too often in the performance of students differing in race/ethnicity, educational background, and socioeconomics - all while generating strong student appreciation and support.

描述（由申请人提供）：我，一名医生！是一款视频游戏界面中的严肃医学诊断角色扮演模拟器程序，旨在提高高中生和大学生对疾病生物学的了解，培养批判性思维并缩小少数族裔或弱势学生常见的成绩差距 - NIH 的目标。玩家扮演一名医生的角色，记录病史、做出诊断，并最终提出治疗建议。在每种情况下，玩家都会提出问题来了解症状，进行检查以获得体征，并进行实验室测试。通过在虚拟图书馆中基于证据的查询，玩家可以得出诊断，回答一系列苏格拉底式反馈学习问题，以澄清和激发思考，然后在尾声中了解每个案例的结果。该方法结合了图书馆查询、循证推理、读写能力支架和反馈学习，旨在教育高中生、本科生和其他考虑从事健康职业的人有关疾病诊断和医学相关生物学的知识。 《我，医生！》的原型！第一阶段开发了该项目，评估表明学生们对该项目表示热烈欢迎，利用循证推理来整理复杂的信息并得出诊断，并在此过程中了解了医学科学。第二阶段的目标是：（1）改善项目基础设施、扩展项目能力并管理新的扩展； (2) 制定与常见疾病相关的主诉的优先列表，并创建支持库文件和定义； (3) 从这些疾病相关档案中开发新病例； (4) 与焦点小组一起监测案件的进展并进行受控评估； (5) 评估商业化战略，确定和制定向学校和学院进行营销和分发的合作伙伴安排，并设计许可个人使用的营销和传播活动。对 600 名学生（高中和大学）进行的课堂评估和课外单独评估将包括两次预测试，以评估考试对知识获取的影响，以及一次后测试，以评估项目对知识获取的影响，态度、兴趣和动机。先前使用类似方法的结果表明，我，医生！将带来知识获取，促进批判性思维，并缩小因种族/族裔、教育背景和社会经济学不同而经常出现的学生成绩差距，同时产生强烈的学生赞赏和支持。