Excerpt of Video Tutorial Transcript

Once logged into the web application, make sure your ALEX is Ready to run a simulation. Then start  your simulation by clicking on this “Start” button here next to your simulator.

In the pop-up window, Select the ALEX patient scenario you want to run from the drop-down and simply hit "Start". 

Once you launch your session, the simulation control appears: session control buttons at the top right, and below the virtual patient monitor, vital sounds, live video and event logs. 

To reach these sections you can either choose to scroll the page or you can use the nifty go to buttons in the menu at the bottom of your screen.

Use the session control buttons to pause, resume or stop your session. The timer left to the control buttons shows the duration of the recorded session. 

You’ll find the Virtual Patient Monitor at the very top of your screen displaying  vital sign values and the waveforms. Set values, customize the layout and more. 

Check out our video on the Virtual Patient Monitor to learn more.

Below  the patient monitor are the Sounds settings. You can set auscultation sounds for heart, lungs and bowel here.  You’ll also find your Text-to-Speech and Push-to-Talk controls  here.  

Next is the Video section where you’ll see ALEX's right eye IrisCam live video feed. The video recording will be part of the recorded simulation archive for Plus and Pro service levels.

The Event Logs record all activities during the simulation: any changes of vital values or sounds, pulse checks, auscultations, blood pressure measurements (attempted or successful), conversations, etc. will appear here. 

To the left you can find the Patient File, unique to each of the patients. This Patient File can also be customized for your custom patients you create. 

Finally the Checklist  on the right helps marking your objectives for the simulation, making a note whether the students performed to the requirements.

If your interested in learning a bit more about your simulator’s settings click here.

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