We are creating an interactive, simulated "Cancer Genetics Tower" for the self-paced learning of Clinical Cancer Genetics by medical students (go to: http://casemed.case.edu/cancergenetics). The environment uses gaming theory to engage the students into achieving specific learning objectives. The first few levels contain virtual laboratories where students achieve the basic underpinnings of Cancer Genetics. The next levels apply these principles to clinical practice. A virtual attending physician and four virtual patients, available for questioning through virtual video conferencing, enrich each floor. The pinnacle clinical simulation challenges the learner to integrate all information and demonstrate mastery, thus "winning" the game. A pilot test of the program by 17 medical students yielded very favorable feedback; the students found the Tower a "great way to teach", it held their attention, and it made learning fun. A majority of the students preferred the Tower over other resources to learn Cancer Genetics.

Faculty at the CWRU School of Medicine are creating a web-based, interactive, simulated “Cancer Genetics Tower” for the self-paced learning of Clinical Cancer Genetics by medical students (go to: http://casemed.case.edu/cancergenetics). The environment uses gaming theory to engage the students into achieving specific learning objectives. The first few levels contain virtual laboratories where students achieve the basic underpinnings of Cancer Genetics. The next levels apply these principles to clinical practice. A virtual attending physician and four virtual patients, available for questioning through virtual video conferencing, enrich each floor. Progress through the Tower is dependent upon the achievement of the learning objectives for each floor and scoring adequately on multiple choice questions. The pinnacle clinical simulation challenges the learner to integrate all information and demonstrate mastery, thus “winning” the game. The application is scheduled for use by the medical class matriculating in 2007. A pilot test of the program by 17 medical students yielded very favorable feedback; the students found the Tower a “great way to teach”, it held their attention, and it made learning fun. They found it easy to navigate through the environment and enjoyed the activities designed to help them achieve the learning objectives. A majority of the students preferred the Tower over other resources to learn Cancer Genetics. (Support: PHS, NCI R25 CA092357-01A2)

We are constructing an interactive, simulated “Tower of Learning” for the self-paced learning of Clinical Cancer Genetics by medical students. The environment uses gaming theory to engage students into achieving specific learning objectives as a prerequisite for advancement to “higher levels” in the learning hierarchy (see Foreman, Educause Review, July/August, 2003, pg 12, www.educause.edu/ir/library/pdf/erm0340.pdf). The first few levels include reference areas and virtual laboratories where students achieve the basic underpinnings of Cancer Genetics. A virtual microscope and hot links to learning resources (many originally created for this application) help the students achieve the learning objectives. The next seven levels apply these principles to clinical practice. A virtual attending physician and four virtual patients, available for questioning through virtual video conferencing, enrich each floor of the tower. The physician and patients challenge students with questions throughout that they answer in the system to demonstrate achievement of competencies. The pinnacle clinical simulation challenges the learner to integrate all information in the application to demonstrate mastery and to “win” the game. Our hope is that this next generation immersion environment will so engage students comfortable with modern information technology, that it will motivate them to fully explore the total milieu actively and enjoy the challenge and intellectual satisfaction of mastering difficult material. (Support: PHS, NCI R25 CA092357-01A2)