Abstract:

Online learning has been gaining popularity for quite some time now, but never before has it been as much in demand as today. Given the lockdown induced by the Coronavirus pandemic, physical campuses of schools and colleges worldwide are now closed and online classes have become the norm, no longer just an optional format. Which raises a rather crucial question: how can teachers - in particular those who have been hitherto teaching only in physical classrooms - make a virtual classroom as efficient as an in-person session? This question was put to the test in June 2020 during a course in which approximately 240 medical students enrolled at The University of North Texas Health Science Center’s (UNTHSC) Texas College of Osteopathic Medicine, participated in a training hosted by the Interprofessional Education and Practice (IPEP) Department.

The IPEP Department is responsible for teamwork training for all UNTHSC health professions students as well as faculty and clinician preceptors. TeamSTEPPS® (Team Strategies and Tools to Enhance Performance and Patient Safety), an evidence-based team development program developed by the Agency for Healthcare Research Quality and The Department of Defense, is used in teaching teamwork. TeamSTEPPS® focuses on the development of effective teamwork tools and strategies in leadership, communication, situation monitoring and mutual support.

Pre-Coronavirus, health professions students were trained in small teams receiving a presentation introducing TeamSTEPPS® tools and strategies around leadership, communication, situation monitoring and mutual support and immediately applying the skills as they learn them through three progressive teamwork simulations using LEGO building blocks. Students demonstrate progress in teamwork across the three simulations with the introduction of the tools and strategies, which drives home the necessity for effective teamwork. Progressive team improvement is monitored across the three simulations and is evidenced by improved team outcomes across the simulations. It's an active learning session which students tend to enjoy.

In response to the Coronavirus pandemic and social distancing, the IPEP Department searched for a way to replace the in-person Lego building simulations with a 3D virtual teamwork environment through which the teamwork simulations could be maintained as part of the training. In collaboration with the UNTHSC Center for Innovative Learning, instruction was transitioned to an online virtual format using Zoom conferencing for the TeamSTEPPS® presentation and introduction of the game Minecraft to create 3D virtual teamwork simulation activities in place of the in-person Lego simulations.

Utilizing virtual environments students remote into 3D virtual rooms and work collaboratively within their groups, demonstrating improved teamwork across three virtual simulations in Minecraft. Training objectives and learner outcomes were found to be equal to the in-person training and have allowed continuation of this important instruction online. This method of utilizing Minecraft in a higher education setting proved to be a disruptive and innovative way to utilize technology and was met with a high level of student engagement and success. Student efficacy with the tool increased at a rapid pace as they relied one another for instructions and communication methods, highlighting teamwork. In addition, post quiz scores, yielded a high retention of information.

Keywords:

Innovation, Technology, Minecraft, Virtual Environment, Clinical, Communication, Collaboration, COVID-19, Servers, Remote, Strategies.