Collaboration and learning within immersive virtual reality
Proceedings of the third international conference on Collaborative virtual environments
Developing a 3D simulated bio-terror crises communication training module
Proceedings of the ACM symposium on Virtual reality software and technology
Interactive story authoring: A viable form of creative expression for the classroom
Computers & Education
Virtual Learning Services over 3D Internet: Patterns and Case Studies
SCC '08 Proceedings of the 2008 IEEE International Conference on Services Computing - Volume 2
Software engineering for health education and care delivery systems: The Smart Condo project
SEHC '09 Proceedings of the 2009 ICSE Workshop on Software Engineering in Health Care
AstroSim: Collaborative Visualization of an Astrophysics Simulation in Second Life
IEEE Computer Graphics and Applications
Smart services across the real and virtual worlds
The smart internet
Smart services across the real and virtual worlds
The smart internet
On effective testing of health care simulation software
Proceedings of the 3rd Workshop on Software Engineering in Health Care
Developing a virtual-world simulation
Proceedings of the 3rd Workshop on Software Engineering in Health Care
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Becoming a skilled professional requires the acquisition of theoretical knowledge and the practice of skills under the guidance of an expert. The idea of learning-through-apprenticeship is long accepted in medicine and, more generally, in the health sciences, where practicum courses are an essential part of most curricula. Because of the high cost of apprenticeship programs -- mentors can usually supervise few trainees and trainees may need long apprenticeship periods - simulation has long been adopted as a learning-by-doing training method that can supplement apprenticeship in many professional and engineering programs, including the health sciences. In this paper, we describe our experience developing virtual world-based training systems for two healthcare contexts. In one, procedural training was emphasized, while the other focused on teaching communication skills. In each case, we developed a custom set of tools to meet the needs of that context. We present an analysis of the case studies, and lessons drawn from this analysis.