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Virtual patients: practical advice for clinical authors using Labyrinth.

¹eLearning Manager, Learning Technology Section, University of Edinburgh, UK. michael.begg@ed.ac.uk

The Clinical Teacher

|December 8, 2010

Summary

This paper provides guidance for clinical educators using Labyrinth, an open-source tool for creating branching case scenarios with game-informed elements. It aims to simplify case authoring and enhance situated learning experiences.

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Area of Science:

Medical Education Technology
Health Professions Education
Digital Learning Tools

Background:

Labyrinth is an open-source authoring tool developed for creating branching case scenarios with game-informed elements.
It is increasingly recognized for its potential in delivering situated learning opportunities in clinical education.
Challenges exist for educators in authoring complex, narrative-rich cases within this unfamiliar environment.

Purpose of the Study:

To provide practical advice and conceptual insights for clinical educators using the Labyrinth software.
To assist educators with little or no prior experience in constructing effective Labyrinth cases.
To support the development of rich, situated learning opportunities through effective case authoring.

Main Methods:

Overview of the principles of game-informed learning as applied in Labyrinth cases.
Presentation of practical advice and strategies for case construction.
Guidance tailored for non-technical clinical educators.

Main Results:

The paper offers a structured approach to Labyrinth case authoring.
It addresses the challenges faced by new authors in creating context-sensitive scenarios.
The advice aims to empower educators to leverage Labyrinth for enhanced learning.

Conclusions:

Labyrinth has evolved into a user-friendly tool optimized for clinical educators.
The iterative development process, driven by user feedback, continuously improves the software.
Providing practical guidance fosters a wider user base, informing future software iterations and enhancing clinical education.