Team - A Final Programming Document

PROGRAMMING DOCUMENT
Brody School of Medicine - Simulation Center

DEA 6500/ Fall 2020
TEAM
Amber Zhao
Bill Xu
Caroline Sun
Evan Rossi
Rouzbeh Rahai
TABLE OF CONTENTS
I. TEAM COMPOSITION
5 Team Introduction
II. INTRODUCTION
7 Mission Statement
8 Executive Summary
2
III. FINDINGS V. RECOMMENDATIONS
10 Geographic Context 26 Goal & PR Statements
11 Social Context 34 Line-by-Line Program
12 Programming Approach 35 Adjacency Diagram
User Profile Approach 36 Detailed Programs
Behavior Circuit Approach
13 Stakeholders Identification
14 User Analysis
15 Interview Takeaway
IV. CHALLENGES VI. APPENDIX

18 Identification of Current Issues 55 Interview
19 Identification of Future Issues 62 References
20 Physical Needs 65 Team Responsibility Matrix
Learning
Administrative
Supporting Area
3
I
TEAM
COMPOSITION
In DEA 6500, Fall 2020. We formed a team of five to work with Brody School of
Medicine’s Simulation Center. The five team members are: Amber Zhao, Bill Xu, Caroline
Sun, Evan Rossi, and Rouzbeh Rahai.
4
AMBER ZHAO
Amber Zhao is a 2nd year master student in Design and Environmental
Analysis. Her background is interaction design, and interested in service
design, user research, and interaction design.
BILL XU
Bill Xu is a master student in the Department of Design + Environmental
Analysis at Cornell University. His experience includes computational
design, knowledge-based planning, and data-supported POE.
CAROLINE SUN
Caroline Sun is a second-year graduate student in Design and
Environmental Analysis with the concentration in sustainable design and
minor in structural engineering. Her background is in industrial design.
EVAN ROSSI
Evan Rossi is a first-year Master of Management in Hospitality graduate
student within the School of Hotel Administration. His past experience is
in revenue and sales for the performing arts.
ROUZBEH RAHAI
Rouzbeh is a second-year masters student in Environmental Psychology.
His background is in environmental science and research interests
involve how hazardous environments influence child development.
5
II
INTRODUCTION
In this section, we will introduce our mission statement and executive summary for this project.
6
MISSION STATEMENT
The mission of this project is to create a program for the design of the simulation center
in the new building of the Brody School of Medicine to support the training of a diverse range
of current and future Brody School of Medicine’s students and medical professional learners to
serve the region and the state.
7
EXECUTIVE SUMMARY
The Brody School of Medicine at East Carolina University is a 40-year-old medical school that has a strong
orientation towards training primary care physicians. The facilities were built to support educational efforts to increase
the supply of primary care physicians to serve the medical needs of families in the local region and the state of North
Carolina. Improvements in medical education technology in the last few decades warrant a new design of the Brody
School of Medicine to improve the experience and work-flow of medical training. The purpose of this program is to
elucidate the current uses of the Brody medical school’s facilities, identify barriers to efficient functioning, and suggest
goals for future planning and use.
The in-depth interviews with Simulation Center’s faculty and staff as well as a virtual tour of facilities show that
existing spaces are not productive for current and future changes in medical education. In particular, aspects of the
current simulation center are outdated based on emerging opportunities to simulate medical situations. As a result,
the recommendations outlined in this program reflect the vision of simulating hospital and clinical environments as
central to medical training requirements. The focus is to provide information for designing the new simulation center is
to provide up-to-date medical training facilities, facilitate hands on learning with instructors, and increase operational
efficiency. Our main purpose is to recommend spaces that will increase learning opportunities and engagement to
accommodate an evolving medical industry.
Our recommendations include more study rooms, built-in hospital equipment for the future simulation spaces,
exclusive spaces for debriefing, rearrangement and personalization of staff office areas, storage areas to support
quick transitions in simulation learning.
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III
FINDINGS
Based on the main characteristics of the space, we decided to adopt behavior circuit approach and user
profile approach for this project. Then, we conducted two interviews, one with administrative team, and
another one with operational team. Lastly, we analyzed the current and future needs of the building.
9
SITE AND BACKGROUND
Located in Greenville, North Carolina.

600 Moye Blvd Greenville, NC 27834 USA
Located in Greenville, North Carolina. The medical school was established in 1965 with a strong primary
care orientation. The school established a three-fold mission in 1974 that continues to serve as a guiding framework
for our overall educational efforts: To increase the supply of primary care physicians to serve the state, to improve
the health status of citizens in eastern North Carolina, and to enhance the access of minority and disadvantaged
students to a medical education. Under the Brody School of Medicine, it partners with Vidant Medical Center
to promote clinical care through the application of safe, high-quality, simulation-based education. Trainees are
provided faculty guided instruction through the use of a variety of simulation modalities such as computer programs,
virtual reality simulators, innovative models, procedural task trainers, life-sized, computer-enhanced learner
simulators, simulated patients, and a self-directed learning component.
Figure 1.Map of Greenville, NC on BSOM’s website Figure 2. Map of Health and Science Campus
10
CONTEXT AND BACKGROUND
The Brody School of Medicine (BSOM) at East Carolina University is located in Greenville, North Carolina and is
the newest of the four medical schools in North Carolina. It’s primary strength is in family medicine and training
future doctors to practice in rural and under-served communities. The full time faculty to student ratio is 1.3:1 (US
News, 2020). In the 2020-2021 academic year, East Carolina University’s total enrollment is 28798, and Brody
School of Medicine generally offers 120-135 seats every year.
BSOM was created as a one-year intermediary medical program linked with University of North Carolina-Chapel
Hill, until 1974 when it was established as a four year medical school (Brody Web-page, 2020). Since its inception
it was granted the three-fold mission of increasing the supply of primary care physicians to serve the state of North
Carolina, enhancing the access of minority and disadvantaged students to medical training, and to improve the
health status of residents in the eastern North Carolina region.
The medical school is on the East Carolina University health sciences complex. On these grounds includes facilities
for academic, administrative, research and presentations. The primary teaching site is Vidant Health Hospital, which
houses 861 beds for practicing patient care. In addition to this the school has adopted simulation teaching into its
curriculum. It is estimated that BSOM along with its partner facility, Vidant, serve a population of 1.3 million in 29
counties in eastern North Carolina.
The Simulation program establish safety, quality, service, and excellence as its core values. For safety, the
Simulation Center provides a wide range of healthcare professionals a safe, and reality-based educational
experience that increase learners’ ability in real clinical setting.
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PROGRAMMING APPROACH
The simulation lab space serves a very specific purpose: providing learners with opportunities to practice their medical
skills on the simulation equipment, usually mannequins. The space is also semi-private, which means that only specific
user groups will have access to the space. Based on our understanding of the space, we decided to use the following
design approaches:
User Profile Approach Behavior Circuit Approach
The User Profile Approach began with The behavior Circuit Approach began with
identifying different types of users, e.g., understanding the predominant and recurring
administrative and operational staff, learners, behavior sequence for all user types. A large
and standardized patients, are using the proportion of the users will be using the space
building in different ways with their unique in very specific ways (e.g., self-study room,
needs. Then we constructed the user profiles. debriefing room, simulation. Lab for practice,
The spaces need to satisfy the needs of all etc.), often following the same order. Work
types of users. and traffic flow is also important especially
when the simulation lab is about to reach its
full capacity.
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STAKEHOLDER ANALYSIS
The primary stakeholders for the simulation lab are identified as being the learners, professors and staff of East
Carolina University and the Greenville, North Carolina community. The new simulation center for The Brody School
of Medicine at East Carolina University will impact the educational pursuits for students, attract new professors, and
create opportunities for community engagement.
INSTRUCTOR & STAFF Learners

The instructor and staff are unable to The Brody School of Medicine Learners are
maximize their responsibilities with the current the primary motivators for the new simulation
space. With limited meeting rooms and lack of space. Learners come from around the world
privacy, in addition to dated technology, the to experience the educational offerings from
instructors and staff will be better equipped the School, and the new space will increase
to secure the Brody School has a competitive applicants.
medical program on the national scale.
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USER ANALYSIS
INSTRUCTOR & STAFF
Administrative Team: There are six members on the team and they want to expand the team once
they move to the new building. They work with learners on administrative issues while have knowledge on
simulation and clinical works.
Operational Team: There are two members in the operational team. Set up simulation laboratories for
clinical teaching, assists learners and faculty with access to virtual spaces such as VR platforms, and helps
with technological works such as computer, camera, etc..
Custodial/maintenance staff: The custodial staffs provided more storage space for supplies,
equipment elevator, in addition to possibly hiring more people to clean the locker room, etc..
Standardized Patients: Standardized patients are people carefully recruited and trained to take on the
characteristics of a real patient thereby affording learners an opportunity to learn and to be evaluated on
learned skills in a simulated clinical environment.
Learners
Learners from BSOM (Brody School of Medicine): Learners from BSOM come from all over
the Health Science Campus and are more likely to be more familiar with the setup of the simulation center.
They are likely to spend 1.5-3 hours per day in the simulation center. Due to COVID-19, the simulation center
needs a space to stage individuals for the safety reason.
Learners from outside of BSOM: There are a lot of residents and staffs from different hospitals. They
come in and practice their clinical skills.
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INTERVIEW TAKEAWAYS
Issue Takeaway
Lack of Space
The simulation center is not large enough for the More learners could use the study area at the
growing learner population in the future. Besides, same time. Besides, larger and more flexible space
the study area lacks lecture space, and classrooms. would support the future version of the Simulation
The simulation center uses public space for lectures. Center.
Ambient Environment
The ambient environment of simulation laboratories The control of the ambient environment could
should be improved, including acoustic insolation provide all of the users with a more comfortable
and temperature control, as the simulation lab is study or work environment.
one of the most important spaces for all of learners,
instructors, and standardized patients.
Hardware Support and Storage Space
Hardware is needed to resemble a hospital teaching Sufficient hardware improves the school’s
environment. According to the interviewees, the sanitation, saving time for instructors and staff,
Simulation Center lacks sinks, case carts, imaging allowing them to concentrate on course teaching.
stations, etc.. In addition, there is no space for Besides, storage space is an important element to
learners and standardized patients to store personal create a more convenient studying and teaching
belongings, and take showers. environment.
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Issue Takeaway
Connection to Nature
There isn’t any window in either offices. Connection to nature and daylight benefits the
mental health of staff and instructors in offices.
Unadjustable Furniture
The door is too narrow for stretchers to go through. Sufficient door width and flexible shelving system
The operational team wants the storage room’s make it convenient for staff to prepare and transfer
shelving system to be adjustable. various equipment and manikins, which is directly
related to work efficiency.
Space Arrangement
In the current building, the simulation laboratory A better traffic flow could improve the space
and its debriefing room are overcrowded with management.
groups of students waiting and blocking the
corridors.
Inconvenient Parking Space
The mobile training unit, a unique yet important An indoor parking space could highlight the
part of the simulation center, requires an important role of the mobile training unit in the
accessible parking space, with an indoor space training of simulation center’s learners, and make
and an outdoor loading zone. daily maintainance easier.
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IV
CHALLENGES
In this section, we are going to identify challenges that current simulation center is facing. We divided the
simulation center into three areas, learning space, administrative space, and supporting area.
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IDENTIFICATION OF ISSUES
UNSUPPORTED AMBIENT ENVIRONMENT
The current simulation laboratory does not resemble hospital setting. Because of this, it is hard
for learners to fully immerge and image themselves in the hospital environment. There are two
things that needs to be addressed, the building features including lighting, noise control, and
floorings, and the equipment including scrub sinks, imaging stations and so on.
LIMITED SPACE
The current simulation center does not support daily administrative work and educational duties.
The offices need to expand in order to accommodate more future employees and frequent
online meetings. The simulation laboratories need to be expanded in order to hold increasing
number of learners in the future.
ENCUMBERED ACTIVITY FLOW
The activity flow is obstructed by ineffective design of the building. The corridors need to be
widen in order to fit stretchers. The storage rooms need to be redesigned for the operational
team to move heavy equipments from storage to laboratory within a minimal distance.
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IDENTIFICATION OF FUTURE ISSUES
SPACE UNABLE TO MEET INCREASING LEARNERS
The medical school is expecting more learners in the upcoming years. For the simulation
laboratory, this would require larger classrooms for lectures and more self-study rooms/areas.
There should also be more simulation laboratories to satisfy the 1:5 instructor/manikin to learner
ratio, for the best learning effectiveness and experience. With more learners in the same space,
traffic flow will also be another concern. Signage should be carefully designed to optimize way-
finding experience and minimize confusions in the space. Ideally, all learners should follow the
same direction and go through different trainings in the same order.
SPACE UNABLE TO MEET FUTURE TECHNOLOGY NEEDS
The space also needs to be future-proof. New technologies for teaching may be introduced in
the future. One example would be the digital cadavers which allow learners to learn anatomy
in virtual reality without the need for real human bodies or manikins. Simulation laboratories
need to be flexible and adaptive enough to satisfy the requirements of all the new equipment in
the future. Additionally, classes may also become different in the future. We are starting to see
more online or hybrid courses that use classrooms for self-study and hands-on practices rather
than lectures.
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PHYSICAL NEEDS: LEARNING
Current Future
Simulation: Laboratory
• 5 Existing Simulation Laboratories • Simulated oxygen air and suctions
• Cameras, speakers, and microphones • Cameras, speakers, and microphones
• 55-inch monitor • 55-inch monitor
• Carpeted Flooring • Virtual Anatomy Technology Room (6)
• Simulated oxygen air and suctions • Easy-to-clean Flooring
• Hardware that resembles a hospital teaching

Scrub sink area, gurney storage,
Imaging equipment, sterile supplies,
Case carts
• Shelving Systems
Current Future
Simulation: Debriefing & Control Room
• 4 Control Rooms • 6 Control Rooms for 6 Simulation Laboratories

• Computer Monitor • Computer Monitor
• Office Essentials: Desk and Chair • Office Essentials: Desk and Chair
• One-way Glass to Monitor the Simulation • One-way Glass to Monitor the Simulation
Laboratory Laboratory
• B-line Medical interactive AV recording • B-line Medical interactive AV recording
• Carpeted Flooring • Easy-to-clean Flooring
• Acoustic design for controlled noise level
• More Chairs and White Board for Debriefing
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Current Future
Study Area
• Self-directed study area • Self-directed study area
• Procedural skills room • Procedural skills room
• Multipurpose skills room • Multipurpose skills room
• Procedural skills/high fidelity room • Procedural skills/high fidelity room
• Using the Commons for lectures • More Lecture Rooms
• Using the kitchen as an additional classroom • Easy-to-clean Flooring
• Carpeted Flooring
Current Future
The Mobile Training Unit

• Same Set up as Ambulance • Same Set up as Ambulance
• Parking Spot near Simulation Center
• Shore power supply
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PHYSICAL NEEDS: ADMINISTRATIVE
Current Future
Offices: Administrative
• 6-10 people in a 5-cubicle room • 6-10 people in a 10-cubicle room
• Eating in the office • Designated area for calls or online meetings
• Zoom Meeting with Office • Semi-private Meeting Room
• Acoustic design for controlled noise level
Current Future
Offices: Operational
• 2-Person Office • 2-Person Office
• Adjacent to the simulation spaces • Adjacent to the simulation spaces
• Uses the office for zoom meetings • Open at all time during work hour
• Open at all time during work hour • Learners & Staff come in for help
• Learners & Staff come in for help • Designated area for calls or Online meetings
Current Future
Brody Commons
• Temporarily part of simulation center classroom • First room learners and instructors walk in
due to COVID-19 • Chairs & tables scattered through the open space
• First room learners and instructors walk in • Common area to greet new-comers, learners,
• Used as a pre-simulation teaching area standardized patients, and practicing professionals
• Clear signage to help new-coming learners to
different laboratories and study rooms
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PHYSICAL NEEDS: SUPPORTING AREAS
Current Future
LOCKER-ROOM
•No Locker-room • A locker-room for learners’ belongings
• A place for standardized patients to change
their clothes
Current Future
STORAGE
• One small storage room near simulation • One mini-storage and One storage area
laboratory • Shelving system
• The storage stored ready-prepared simulation • Carts to move heavy equipment
laboratory kits • Storage on same level as simulation center
• Basement storage area • 3 ready-prepared simulation laboratory kits at
• Shelving system all time in the mini-storage room
• Carts to move heavy equipment
• Mannequins stored in the basement
• Elevator must be used for moving heavy
equipments.
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Current Future
CORRIDORS
• Corridors too narrow for stretchers • Signage for easy way-finding
• Simulation laboratory and study areas’ doors are • Hospital standard corridor and door width.
too narrow for stretchers
Current Future
KITCHEN
• Interim Classroom during COVID-19 • Designated dining area
• Many sets of chairs and table • Storage place for food and drinks
• Equipment cleaning due to lack of sink elsewhere • Increase Workplace Satisfaction
• No place for staff to eat their lunch
• No place to store food and drinks
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V
RECOMMENDATIONS
In this section,we are going to give out detailed suggestions regarding all the issues we identified in the
previous chapters. Performance requirement statements are given for each goal. Then, we provide a line-
by-line program to give designers and architects a holistic understanding of room types and functions.
25
LEARNING SPACE
GOAL 1. SIMULATION LABORATORY
The ambient environment of simulation laboratories should be improved, including noise and temperature
control, as the simulation lab is one of the most important spaces for all of learners, instructors, and
standardized patients.
PR STATEMENTS
1.1 Simulation laboratories should keep the noise level at no more than 35 dB(A) during the daytime, and 30
dB(A) at night to emulate patient rooms. (Berglund et al., 1999)
1.2 Simulation laboratories should provide a temperature level between 62-65 Fahrenheit, to make learners
comfortable. (Murphy, 2006)
1.3 The simulation laboratories should contain hardware that resembles a hospital teaching environment such
as scrub sink area, gurney storage, imaging equipment, sterile supplies, case carts, pre-operative holding,
patient induction, and post anesthesia care unit. (U.S. Department of Veterans Affair, 2016)
< 35 dB(A)
< 30 dB(A)
PR1.1
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1.4 Each simulation laboratory should have a control room and a debriefing room adjacent to it in order to
create a continuous flow from practicing, controlling, and debriefing.
1.5 The workspace in the laboratory should be at least 30” wide, and extending 17” under the counter with a
height of 27” above the floor (ADA 804.3)
1.6 The workspace in the laboratory should have a minimum of 60” from workspace to wall. (Laboratory, N.
R. C. (US) C. on P. P.,2011)
1.7 Each simulation laboratory should contain a standard shelving unit with 18-24 inch depth and at least 6 ft
length, a rack for the storage of mannikins.
1.8 One additional simulation laboratory, debriefing, and control room should be included for the virtual
anatomy technology in the future.
SIMULATION 5 CURRENT
LABORATORY SIMULATION
LABORATORY
+1
CONTROL DEBRIEFING
VIRTUAL ANATOMY
ROOM ROOMT TECHNOLOGY ROOM
PR1.4 PR1.8
27
LEARNING SPACE
GOAL 2. MOBILE TRAINING UNIT
The newly constructed room for the mobile training unit will allow staff to park, maintain, and use the
mobile training unit for teaching when parked.
PR STATEMENTS
2.1 There should be an indoor parking and loading zone for the mobile unit, which is about 43 ft by 8 ft.
2.2 The mobile training unit should be able to stay in its extended/open state when in the parking area, with a
size about 43 ft by 13 ft.
2.3 There should be a shore power supply (“Truck Stop Electrification” (TSE)) next to the truck when parked.
13 FEET MIN.
INDOOR
43 FEET
MIN.
8 FEET MIN.
PR2.1 + 2.2 PR2.3
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ADMINISTRATIVE SPACE
GOAL 3. Offices
The offices will support staff’s daily work and meeting needs, providing privacy including acoustic privacy,
and include designated meeting area.
PR STATEMENTS
3.1 Windows should be provided in offices to provide users the connection to nature. (Karlin et al, 2006)
3.2 There should be at least 10 cubicles in the administrative office.
3.3 There should be a semi-private meeting/discussion area inside the office. (Haynes et al., 2011).
3.4 The office may need extra focus on acoustic design. The noise level should be no more than 80 dB(A)
(Hedge, 2016), and ideally, less than 55 dB(A) (Concha-Barrientos et al., 2004) during a typical workday.
< 80 dB(A)
< 55 dB(A)
MEETING AREA
PR3.1 PR3.3 PR3.4
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SUPPORTING AREA
GOAL 4. LOCKER-ROOM
The newly constructed locker-room will provide sufficient and convenient space to satisfy learners’ and standardized
patients’ needs to store personal belongings and change clothes.
PR STATEMENTS
4.1 The locker-room shall provide at least twenty lockers based on administrative and operational team’s
feedback.
4.2 The locker-room should provide a place to store learners’ and standardized patients’ personal belongings
and give them a place to change clothes before going into simulation space. (ADAAG 225.2.1; 811.)
4.3 The newly constructed locker-room should have a 15” minimum low forward/side reach and 48’’
maximum forward/side read over floor ground (ADAAG 308.3.1; 308.2.1)
4.4 The area in front of the locker must have a 60” clearance to allow for a wheelchair to turn.
4.5 Shelves shall be 40 inches (1015 mm) minimum and 48 inches (1220 mm) maximum above the finish floor
or ground (ADAAG 38(a) Shelves).
20 LOCKERS
MIN. 48’’
MAX.
60 INCHES
MIN.
TURN SPACE
15’’
MIN.
PR4.1 PR4.3 PR4.4
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SUPPORTING AREA
GOAL 5. STORAGE ROOMS
The newly constructed simulation center will contain at least two storage rooms on the same floor of the
simulation center in order to support the educational needs of study areas and simulation laboratories.
PR STATEMENTS
5.1 In the storage room, the shelves will be adjustable. The maximum distance from the user to the middle of
the shelf shall be 21 inches (535 mm). (ADAAG. 4.25.3, Figure 38)
5.2 The adjustable shelving system with the height 10” above the finish floor will have maximum side reach of
48’’ and minimum side reach of 15”.(ADAAG. 38 (a))
5.3 In the storage room, a clear floor space should be at least 30’’ by 48’’ to allow either a forward or
parallel approach by a person in a wheelchair (ADAAG. 4.25.2)
5.4 The newly constructed storage room shall be located on the same floor as the simulation center for the
ease of transporting equipments.
STORAGE ROOM
48’’
MAX.
48’’ SAME FLOOR

MIN
SIMULATION CENTER
30’’
MIN
15’’
MIN.
PR5.2 PR5.3 PR5.4
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SUPPORTING AREA
GOAL 6. TRAFFIC
The simulation center will support transportation avenues that allow for productive traffic flow.
PR STATEMENTS
6.1 A center-opening hospital elevators will be implemented in the new building, its width is at least 80 inches,
and 10 feet deep, with a weight capacity of 6,000 pounds to accommodate the hospital equipment.
(Commercial Elevator Dimensions, n.d.)
6.2 To ensure that individuals in wheelchairs can pass other people (or be passed by others), all corridors in
the new building should be at least 8 feet wide (2.4 meters). (Carson, 2013)
6.3 The door width of simulation laboratory, storage rooms, and study area should have a minimum clear
opening width of 32 inches when the door is opened to 90 degrees, since these doors need to be
accessible for beds and stretchers. (ADAAG. 404.2.3)
6.4 In the future common area, there should be signage and spatial cues to laboratories, study areas, and
offices in order to tackle the existing way-finding challenges. (Zamani, 2019)
10 FEET
DEEP
MIN.
32 INCHES
8 FEET WIDE MIN.
WIDE
80 INCHES WIDE MIN.
MIN.
PR6.1 PR6.2 PR6.3
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SUPPORTING AREA
GOAL 7. KITCHEN
In the newly constructed building, the kitchen should be a well-functioning dining/food storage area that
support staff’s daily routine and learners’ need to store food and drinks.
PR STATEMENTS
7.1 There should be at least 60 inches distance between opposing counter-tops, appliances, or walls within
kitchen work areas in an U-shaped kitchen. (ADAAG.804.2.2 U-Shaped.)
7.2 The kitchen working surface will be at least 30 inches (760mm) wide. (ADAAG.804.3 Kitchen Work
7.3 Common dining area should be implemented by placing at least three dining furniture sets in the future
kitchen and encourage staff to eat together for the physical health and workplace satisfaction of the staff.
(Arundell et. al, 2018)
7.4 The future kitchen will provide a designated storage place for learners to temporarily store their water
bottles aWnd drinks.W
30 INCHES
WIDE MIN.
60 INCHES MIN.
BETWEEN
COUNTERTOP
PR7.1+2 PR7.1 PR7.4
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LINE-BY-LINE PROGRAM
SPACE TYPE NO. NSF/SPACE TOTAL NSF COMMENTS
LEARNING SPACES
The operational team expressed the need for one more
SIMULATION LABORATORY 6 210 1260
simulation lab for the Virtual Anatomy Technology.
Storage shelves in each room. Hospital setting hardwares
should be installed in the future.
DEBRIEFING CONTROL ROOM 6 105 630 Each simulation laboratory should have its own debriefing
and control room for learners to go over their procedures.
The administrative team wants to add one more study

STUDY AREA 5 195 975
room in the future to have a classroom to prep in-coming
learners.
ADMINISTRATIVE SPACES One Office for simulation laboratories: meeting spaces

OFFICES 2 235 470
are desired, working cubicles or station for eight people.
One Office for Operation Team: should be adjacent to the
High-Fidelity lab to quickly assist learners, should contain
cubicles or working stations for two people.
COMMON AREA 1 720 720 The common area is designed for learners and practicing
professionals to come in and acquire way-finding and
class informations.
SUPPORTING AREA
LOCKER-ROOM 1 160 160 Locker-room will contain restroom area, shower area, and
locker areas.
The Corridor inter-connects every room in simulation

CORRIDORS 1 200 200
center and separate the in-and-out populations.
180 Faculty members to enjoy their meals. A storage place for

KITCHEN 1 180
learners’ meal and drink is desirable.
STORAGE 2 500 1000 One Storage Room adjacent to the Simulation laboratory.
It is the best if it is on the same floor as the simulation
center.
5595
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ADJACENCY DIAGRAM
LEARNING SPACE IMMEDIATE TO
SUPPORTING AREA CLOSE TO
ADMINISTRATIVE AREA CONVENIENT TO
STUDY MOBILE
AREA TRAINING UNIT
DEBRIEFING
ROOM STORAGE
SIMULATION LOCKER-ROOM
LABORATORY
CONTROL
ROOM KITCHEN
OPERATIONAL
COMMON
ADMINISTRATIVE
AREA
OFFICE
ENTRANCE
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DETAILED PROGRAMS
LEARNING SPACES: SIMULATION LABORATORY
Required Area (sq.ft): 210/Room
Users: Learners, Instructors and Staff
Behavioral Pattern: Studying, teaching and practicing
Environmental Qualities:
Lighting: Required: General Purpose Lighting Structure with integrated LED light sources, switch power (Dowling et
al. 2013)
Recommended: Artificial light shall be provided that is adequate to provide an average illumination of 10
footcandles (107 lux) over the area of the room at a height of 30 inches (762 mm) above the floor level.
(1205.3 Artificial Light)
Air Flow: Required: Basic HVAC system and electrical monitoring of fan power. In compliance with ANSI/ASHRAE/
IES standards (Halverson et al. 2014)
Electrical: Required: Circuit interrupters on all receptacles and embedded within wall areas.
Acoustics: Recommended: The noise level must be kept no more than 35dBA
during daytime, and 30dBA at night to emulate the patient room(Berglund et al., 1999).
Architectural Qualities:
Doors: The door width of the simulation lab must have a minimum clear opening width of 32 inches when the door
is opened to 90 degrees (ADA 404. 2. 3.)
Windows No specifications for windows.
Walls: Required: Walls must completely enclose and be acoustically re-enforced (JAMES and RAPHAEL,. 2014) as
well as be filled out with waterproofing and anti-mold fighting materials (Grimmer 2017)
Recommended: The distance between workspace to wall is more than 60’’ (Laboratory, N. R. C. (US) C.
on P. P., 2011)
Paint (ECU Construction Standard, Section 090600)
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Floors: Required: Interior floor finish and floor covering materials in the common area shall withstand a minimum
critical radiant flux of 0.22 watts/cm2. (2018 North Carolina building Code: 804.4.2 Minimum Critical
Radiant Flux)
Recommended: Hard surface vinyl, with coating, wipeable and easily cleanable commercial flooring.
Furniture, Fixtures & Equipments (FF & E)

4 Gurney
3 Portable gases tank
1 Compressor
4 Mannikin
4 Monitor, computer for electronic health record access
2 Medication cart
2 IV pole
2 Isolation cart
2 Resuscitation cart
Fire & Life Safety

Fire Extinguisher, Diameter: 3.25 inches, Height: 14.20 inches, Weight: 3.9 lbs, Pressure gauge allows for
immediate pressure status check, 2.5 lbs of fire extinguishing agent
37
LEARNING SPACES: Control & Debriefing Rooms
Required Area (sq.ft): 105
Behavioral Pattern: teaching, debriefing, and controlling the mannikins and practicing
al. 2013)
Recommended: Occupancy Sensor Commercial Lighting System, LED (Von Neida et al. 2013). Artificial
light shall be provided that is adequate to provide an average illumination of 10 footcandles (107 lux)
over the area of the room at a height of 30 inches (762 mm) above the floor level. (1205.3 Artificial Light).
Recommended: The mechanical exhaust rate shall be not less than 0.02 cfm per square foot (0.00001
m3/s • m2) of horizontal area and shall be automatically controlled to operate when the relative humidity
in the space served exceeds 60 percent. (406.1 General)
Acoustics: Recommended: The noise level must be kept no more than 35dBA, during daytime, and 30dBA at night to
emulate the patient room (Berglund et al., 1999).
During daytime, and 30dBA at night to emulate the patient room (Berglund et al., 1999).
Doors: The required capacity of each door opening shall be sufficient for the occupant load thereof and shall
provide a minimum clear width of 32 inches (813 mm). Clear openings of doorways with swinging doors
shall be measured between the face of the door and the stop, with the door open 90 degrees (1.57 rad).
(1010.1.1 Size of Doors)
Recommended: The distance between workspace to wall is more than 60’’ (Laboratory, N. R. C. (US) C.
on P. P., 2011)
Floors: Carpeted Flooring
38
2 Operator chair
1 Slatwall accessory
1 Display mount
5-10 Chairs
1 Table
Fire & Life Safety

39
LEARNING SPACES: STUDY AREA
Users: Learners
Behavioral Pattern: (Self-)Study, Lecture
Lighting: Artificial light shall be provided that is adequate to provide an average illumination of 10 footcandles (107
lux) over the area of the room at a height of 30 inches (762 mm) above the floor level (1205.3 Artificial
Light).
Air Flow: A minimum of 20 CFM per person shall be provided to the occupied zone(s) of the building. CO2
control shall be incorporated to maintain minimum acceptable indoor air quality. Where applicable,
outside air will be provided in accordance with the latest version of ASHRAE 62 for dilution ventilation.
Modulated damper systems for outside air shall provide ASHRAE minimum outside air or 20 CFM per
person (whichever quantity is greater) at all times. Provide pre-heat coils or other appropriate active
freeze protection. Provide manual type freeze protection circuit to shut down fans and close outdoor air
dampers.
Temperature: Interior spaces intended for human occupancy shall be provided with active or passive space heating
systems capable of maintaining an indoor temperature of not less than 68°F (20°C) at a point 3 feet (914
mm) above the floor on the design heating day. (2018 North Carolina building Code: 1204.1 Equipment
Acoustics: Required: 80 dB(A) (Hedge, 2016)
Recommended: 55 dB(A) (Concha-Barrientos et al., 2004)
Rooms for Lecture/Discussion: 35 dB(A) (Berglund et al., 1999)
Doors: All typical interior hinged doors shall be stain grade, plain sliced, stave core red oak. Factory machining
of doors for hardware is preferred. Service doors shall be 16 gauge steel, polystyrene core, rated as
appropriate. Solid core fiberglass doors with factory finish shall be used on Health Sciences Campus in
animal use areas.
40
Walls: At the Health Sciences Campus, latex eggshell paint shall be used for all general-use wall and ceiling
applications. Trim paint shall generally be oil-based paint. Waterborne epoxy paint shall be used as
directed by Project Manager. Basic poly-mix paints shall not be allowed unless approved by Project
Manager.
Floors: Carpet Floor: All carpet shall meet the specifications of the North Carolina Purchasing & Contract Office.
Carpet adhesives shall be of low odor/solvent content. All carpet shall be glue down. At carpet tile
applications, glue shall be full spread.

15 Desk & Chair
1 Projector + Screen
1 Computer workstation
Fire & Life Safety

41
ADMINISTRATIVE SPACE: OFFICES
Users: Instructors and Staff
Behavioral Pattern: Doing Administrative works, Discussion, Meeting
al. 2013)
Recommended: Occupancy Sensor Commercial Lighting System, LED (Von Neida et al. 2013)
Air Flow: A minimum of 20 CFM per person shall be provided to the occupied zone(s) of the building. CO2
control shall be incorporated to maintain minimum acceptable indoor air quality. Where applicable,
outside air will be provided in accordance with the latest version of ASHRAE 62 for dilution ventilation.
Modulated damper systems for outside air shall provide ASHRAE minimum outside air or 20 CFM per
person (whichever quantity is greater) at all times. Provide pre-heat coils or other appropriate active
freeze protection. Provide manual type freeze protection circuit to shut down fans and close outdoor air
dampers.
Acoustics: Required: 80 dB(A) (Hedge, 2016)
Recommended: 55 dB(A) (Concha-Barrientos et al., 2004)
Rooms for Lecture/Discussion: 35 dB(A) (Berglund et al., 1999)
Doors: All typical interior hinged doors shall be stain grade, plain sliced, stave core red oak. Factory machining
of doors for hardware is preferred. Service doors shall be 16 gauge steel, polystyrene core, rated as
appropriate. Solid core fiberglass doors with factory finish shall be used on Health Sciences Campus in
animal use areas.
Windows All certified windows shall bear the “AAMA Certification Program” Gold label indicating conformation to
ANSI/AAMA 101-93, “Heavy Commercial” grade as specified herein. Products manufactured by TRACO,
EFCO or Graham Architectural Products have been reviewed by ECU and are considered acceptable
manufacturers.
42
Walls: At the Health Sciences Campus, latex eggshell paint shall be used for all general-use wall and ceiling
applications. Trim paint shall generally be oil-based paint. Waterborne epoxy paint shall be used as
directed by Project Manager. Basic poly-mix paints shall not be allowed unless approved by Project
Manager.
Floors: Carpet Floor: All carpet shall meet the specifications of the North Carolina Purchasing & Contract Office.
Carpet adhesives shall be of low odor/solvent content. All carpet shall be glue down. At carpet tile
applications, glue shall be full spread.
Ceiling: Tiles should be 2’x2’x5/8”, smooth or regular edge. 2’X4’ ceiling tiles shall not be accepted. Special
applications require consultation with Project Manager. The standard Facilities Services replacement tiles
include Armstrong 770 Cortega square lay-in for smooth edge applications and Armstrong 704A Cortega
angled regular for regular edge applications. Suspension grid shall be heavy-duty aluminum with white
finished exposed tee, nominal 1” wide, fire rated. “Chicago Metallic”, 1200 Series. In vestibules, entrance
areas, and other locations where high winds can enter buildings, the ceiling tiles shall be installed with
hurricane clips.

10 Cubicles (Desk+Chair+Separation)
1 Projector + Screen
1 Conference room microphone+speaker/speakerphone
1 White-board
Fire & Life Safety

43
ADMINISTRATIVE SPACE: COMMON AREA
Behavioral Pattern: greeting learners, getting directions, signing in for classes, walking by to different areas.
al. 2013)
and Systems)
Acoustics: Required: Wall insulation to dampen plumbing noise, using non hardening acoustic sealant (JAMES and
RAPHAEL,. 2014)
Recommended: The noise level must be kept no more than 35dBA
Doors: The door width of the simulation lab must have a minimum clear opening width of 32 inches when the door
is opened to 90 degrees (ADA 404. 2. 3.)
Floors: Hard surface vinyl, with coating, wipeable and easily cleanable commercial flooring.
Circulation:
Directional Signage: Characters and their background shall have a non-glare finish. Characters shall
contrast with their background with either light characters on a dark background or dark characters on a
light background.( ADA 703.5) and character height has to comply with ADA 703.5.5 (See Appendix).
44
Required:
1 Welcoming Desk
1 Office Chair for receptionist
10 Chairs for guests to use while waiting
1 Table for Brody School of Medicine’s magazine and brochure
Recommended:
Painting, Photography to decorate the common area
Fire & Life Safety

2 Sets of Fire Extinguisher, Diameter: 3.25 inches, Height: 14.20 inches, Weight: 3.9 lbs, Pressure gauge
allows for immediate pressure status check, 2.5 lbs of fire extinguishing agent
45
SUPPORTING AREA: LOCKER-ROOM
Users: Learners, Standardized Patients
Behavioral Pattern: Storing Personal goods, Showering, Sanitizing
Lighting: Artificial light shall be provided that is adequate to provide an average illumination of 10 footcandles (107
lux) over the area of the room at a height of 30 inches (762 mm) above the floor level. (1205.3 Artificial
Light)
Air Flow: Rooms containing bathtubs, showers, spas and similar bathing fixtures shall be mechanically ventilated in
accordance with the International Mechanical Code. (2018 North Carolina building Code: 1203.5.2.1
Bathrooms)
and Systems)and Systems)
Electrical: Where there are no obstructions to interfere with the reach of a person using a wheelchair, controls and
outlets may be mounted in a range from 15 to 48 inches above the floor. There must be a clear floor space
of 30 inches x 48 inches perpendicular to the wall, adjoining a 36-inch wide accessible route, to allow a
person using a wheelchair to approach and get into position to execute a forward reach to the control or
outlet.
Walls: Shower compartments and walls above bathtubs with installed shower heads shall be finished with a
smooth, nonabsorbent surface to a height not less than 72 inches (1829 mm) above the drain inlet.
(1210.2.3 Showers) TABLE 803.11)
Floors: Ceramic Tiles (ECU Construction Code, Section 090600)
46
Circulation:
All circulation paths must have a minimum vertical clearance of 80 inches. In areas where the clearance
needs to be less than 80 inches, such as an open stairway, a guardrail, or another type of barrier, a leading
edge must be provided that can be detected with a cane so it cannot be higher than 27 inches.

2 Bench
3 Toilet
3 Outlet by Sink
3 Hair Dryer
1 Scale
1 Towel Bin
3 Soap Dispenser
3 Sink and Faucet
1 Hand-Dryer
Fire & Life Safety

47
SUPPORTING AREA: CORRIDORS
Behavioral Pattern: Transiting to different areas, entrancing and exiting
Lighting: All the lamps should be shielded in the direction of view. Well-lighted to promote traffic safety. (IES lighting
handbook;the standard lighting guide. (3d ed.))
Air Flow: The mechanical exhaust rate shall be not less than 0.02 cfm per square foot (0.00001 m3/s •m2) of
horizontal area and shall be automatically controlled to operate when the relative humidity in the space
served exceeds 60 percent. (2018 North Carolina building Code: 406.1 General)
Electrical: Where there are no obstructions to interfere with the reach of a person using a wheelchair, controls and
outlets may be mounted in a range from 15 to 48 inches above the floor. There must be a clear floor space
of 30 inches x 48 inches perpendicular to the wall, adjoining a 36-inch wide accessible route, to allow a
person using a wheelchair to approach and get into position to execute a forward reach to the control or
outlet.
RAPHAEL,. 2014)
Walls: For a corridor with sprinkler system, the interior wall and ceiling finish material shall be with a flame
spread index of 26-75 and a smoke-developed index of 0-450. (2018 North Carolina building Code:
TABLE 803.11)
Floors: Carpeted Floor
48
Circulation:
Corridors should include enough space for wheelchair users and others to pass each other comfortably. The
ADA requires 60 inches minimum width for passing with passing intervals reasonably spaced. The passing
intervals should measure 200 feet minimum.

3 Water Fountain
* Signage
* Door
* Vending Machine
Fire & Life Safety

49
SUPPORTING AREA: KITCHEN
Behavioral Pattern: Eating, Storing water bottles, Cleaning dishes.
al. 2013)
Air Flow: The mechanical exhaust rate shall be not less than 0.02 cfm per square foot (0.00001 m3/s •m2) of
horizontal area and shall be automatically controlled to operate when the relative humidity in the space
served exceeds 60 percent. (2018 North Carolina building Code: 406.1 General)
and Systems)
RAPHAEL,. 2014)
(2018 North Carolina building Code: 1010.1.1 Size of Doors)
Walls: For a dining area with sprinkler system, the interior wall and ceiling finish material shall be with a flame
spread index of 76-200 and a smoke-developed index of 0-450. (2018 North Carolina building Code:
TABLE 803.11)
Quarry Tile: Wainscot height; Latex Epoxy Paint (ECU Construction Standard)
Floors: Quarry Tiles (ECU Construction Standard)
Ceilings Acoustic Tile Ceiling
50
Circulation:
In pass through kitchens where counters, appliances or cabinets are on two opposing sides, or where
counters, appliances or cabinets are opposite a parallel wall, clearance between all opposing base cabinets,
counter tops, appliances, or walls within kitchen work areas shall be 40 inches (1015 mm) minimum. Pass
through kitchens shall have two entries.
In U-shaped kitchens enclosed on three contiguous sides, clearance between all opposing base cabinets,
counter tops, appliances, or walls within kitchen work areas shall be 60 inches (1525 mm) minimum. (ADA
804)

Required:
1 Toaster
1 Microwave
1 Coffee Machine
1 Refrigerator
2+ Cabinet
1 Drying Rack
1 Sink
1 Garbage Can
1 Dish-soap Dispenser
1 Paper Towel Machine

3 Sets of Group Dining Furnitures (Table + Chairs)
1 Easy to Clean Counter-top
Wall Mounted Fixtures for tube LED lights, 4 ft. LED T8 Tube - Ballast Bypass - 2400 Lumens - 4100 Kelvin
Fire & Life Safety

Kitchen Fire Extinguisher in the Kitchen, Diameter: 3.25 inches, Height: 14.20 inches, Weight: 3.9 lbs,
Pressure gauge allows for immediate pressure status check, 2.5 lbs of fire extinguishing agent
51
SUPPORTING AREA: STORAGE
Behavioral Pattern: Retrieving equipments, storing equipments.
al. 2013)
Recommended: Additional ventilation fans and a sensor based dehumidifying air flow system for stalls and
corner bathroom areas. Built in air conditioning in central restroom (Halverson et al. 2014)
Electrical: Required: Circuit interrupters on all receptacles and embedded within wall areas
RAPHAEL,. 2014)
(2018 North Carolina building Code: 1010.1.1 Size of Doors)
Walls: Walls must completely enclose and be acoustically re-enforced (JAMES and RAPHAEL,. 2014) as well as
be filled out with waterproofing and anti-mold fighting materials (Grimmer 2017)
Floors: Hard surface vinyl, with coating, wipeable and easily cleanable commercial flooring.
52
Circulation:
Self service shelves are required to be on an accessible route (ADA 225.2.2). A path of 36” wide should be
unobstructed at all times, including furniture arrangement (ADA, 206.2.4).

4+ Adjustable Shelving Systems
2+ Carts
Magnetic installation
Wall Mounted Fixtures for tube LED lights, 4 ft. LED T8 Tube - Ballast Bypass - 300 Lux - 4100 Kelvin
Fire & Life Safety

Kitchen Fire Extinguisher in the Kitchen, Diameter: 3.25 inches, Height: 14.20 inches, Weight: 3.9 lbs,
Pressure gauge allows for immediate pressure status check, 2.5 lbs of fire extinguishing agent
53
VI
APPENDIX
Interview
Reference
Team Responsibility Matrix
54
INTERVIEW WITH ADMINISTRATIVE TEAM
you all seem to have semi-private spaces, but not enough space where everyone can collaborate? Over-
all are you suggesting that the spaces are too tight?
This table is where we work as a team together. And then, different around the table we have people’s individuals, but
like right now Jessica is trying to work behind us and she’s got headphones on, so she can work. Even though we’re
having a meeting here. To my left is our simulation fellow behind a mini wall. And to my right is the director’s cubicle. And
then, over my left shoulder here is my office was, which is really the only closed office outside of this larger office. And so,
we because of the space, we sometimes have to use it for different things in this office as well.
What are some functional problems that you experience in this office space or other nearby spaces?
The doorways are too small for the beds to fit through.So, We actually have to take apart a hospital bed and reassemble
it in the room and hope we never have to take it out again. We have carpet, which has probably been here for 30 years,
and its people spill on it all the time. I mean I think it helps with the sound in the room since we do record in each room
but this carpet is really disgusting. we are maxed out right now with space. So, definitely larger and then also some
individual offices around the collaborative space.
In this office right now, how much staffing do you have? How much staffing do you have in each office
in general?
So, we have six people like here every day, but then we also have fellows who may be joining us. So, I would say at a
minimum six maximum could be 10. The number of cubicles we have is five in one office. In this room right now, you can
see we’re not in a clinical space, we’re not very well spaced for the COVID contamination risk. And so we’re doing the
best we can. But all these rooms are every room you’re looking at is probably going to have to be enlarged in order to
put more, less people at a distance within, not to mention that this creates a bigger need for a number of faculty.
55
We are curious how innovation fits into the development of future spaces. Do certain future medical and
classroom technologies need extra or less space depending on the their functions? Are there any essen-
tial ones you can think of?
We put about $1.5 million into the system down here and a few hundred thousand dollars went into a technology system.
So, all these rooms are wired and they have cameras and you can do simulations in there, you can record real time and
then use the same rooms for debrief and for the most part, where you need a separate side room where people can sit
at a distance. We transmit by zoom or WebEx here at ECU. So, we were using things like that prior to working rooms
to make you know we talked about the large room and some of the rooms that are in our space here, we’ve kind of
separated out our groups, through a window for example, and a speaker. Half the group because they are too large to fit
in the room are able to observe and discuss with a faculty member in real time, how a scenario is going while the actual
team is in the, in the, in the room. The bottom line is whatever we do, it’s got to be in smaller learner circles. We just don’t
you know it’s, that’s the big issue. And, you know, we have online courses and simulation things like that so people can
actually do some work from home. What we’re trying to do is see how we could train them to have them self-directed
learning training up to a certain point and then take them over in the simulation face to face hands on environment. And
so we’ve. We’re trying to create these self-directed learning type things where basically it’s somewhat of a I guess you
could say it’s a YouTube type approach, where they can come into the scheduled time come in the simulation center for
let’s say they want to take.The self directed learning room is 1L 22 that room is very small. And I think in the future, we’d
like to have a larger room, or we can have various skill stations, just set up and ready to go for anyone who wants to
practice those. Right now, our staff is constantly moving equipment, setting up skills, breaking them down. Just because
we don’t have enough room for everything to be set up at one time. And then one other thing Dr. We mentioned our
truck. We have this simulation truck parked about 20 minutes away but there’s nowhere for us to pull it up and loaded or
unloaded work on it in a convenient space we pull it up in front of the building and block.
56
Do you mind talking a little bit detailed about the small elements in your simulation space and your of-
fices that impede the current design?
We’re on the ground floor it’s really like the first floor of the medical school building. This is kind of foundational and it’s
a great place to be. As far as simulation because of the fact that we have to transport heavy objects and simulators to our
mobile unit. We have to get 10,000 people through the doors and off the doors a year as a minimum. And so, first of all,
in a future building it would really be helpful to be on the first floor of the building not even to mention the. We’re going to
be training pre-hospital care providers as well. Part of the future of building would be have to have a portal of entry which
is really a portal of entry for patients simulated patients out of a simulated ambulance. It should probably be on the first
floor. In particular, you know, all of you know, medical documentation now is done on computers and electronic health
records so I think that’s important to integrate into the educational scenario because that’s what we do in real life. And so
I think that’s just an example then equipment has to be consistent too because that’s what you know what they train on is
what they work on so equipment being, you know from code carts to EKG machines to, you know, ventilators and things
like that so having space for that, as you would have space in the real clinical area would be important to have for space
in the simulated clinical area as well. I just thought of one point: we have no windows in our entire center. I would love
some windows to get some light but also, even if the simulation rooms are interior. We’ve talked about putting decals on
the wall to pretend there’s a window there. I mean, just things like that. But in the office. I would love some natural light,
that would make me so happy.
So just a follow up question, how many learners per room use the simulation space?
The medical learners generally come down in groups of 15, and now we’re dividing them up into groups of five, but we
do have some classes that come down in groups of 30 or 40. So right now one of our big challenges is getting them
to come down and smaller groups or at different times so we don’t have 40 people here at one. And I think another
important point.
57
An important last question we want to ask is what are the relationships between the rooms and which
rooms should be adjacent to each other?
We have walk-through videos a little bit might help you out. And also, if we sent you a video of the scenarios or some of
the scenario just to see what takes place, and also have our TAs train know I’d be helpful, because this whole simulation
thing is show don’t tell it’s tough to tell these things without showing it, but as far as Jason. Jason rooms, a lot of detail
there is we talked initially was who’s going to be it you know Jason rooms in the ASCII center the simulated patient center,
they have a Jason rooms look like a clinic, and the you enter in on one side exit on the other side and there’s their setup
to be assessment rooms for learner assessments. And by the way we do mostly training we do a bit of assessment we do
training, which we’ll talk about as well. What else Oh So Jason rooms. It’s almost again like they have to track system
and I’m not sure about this, but you’ve got your task training and groups coming through learning how to do clinical
skills procedural skills and things like that going on, somewhere, but you don’t want to interfere with the flow of actual
scenarios or making noise for scenarios and vice versa. So, you’ve got your track with the task training, you’ve got your
track with the scenarios, and then you’ve got the patient, the simulated patient track that they do, which would be great
near us. And then you’d have our administrative space. And then you do have these other things like part of the task
training we call endoscopy surgical type, skills, and might involve the or that you’re probably going to be at more of a
stereotype thing. And then VR capabilities and then self-directed learning type it’s almost like a setup and segments, we’re
here, we’re kind of mixed into one because we want a corridor. We walk down the corridor and we have scenarios here
going on. Then we have some fast training. There’s some. There’s some self-directed learning. And then there’s a kitchen,
whatever that means then there’s a space this administrative space, which we’re telling you, we’re happy having space
because not a lot of simulation centers have our space for variety of potential. But we are, we have learners all over the
place and it’s not a good way to keep everybody safe, especially when you need to be distant. I think that the debrief
or multi-purpose rooms that can be segments at all need to be relatively close to the scenario rooms. And then, just like
rooms kind of grouped together all the scenario rooms in one area, maybe procedural skills rooms and another area and
we said that the ASCII rooms standardized patient, and another area. We don’t need them all mixed up so people are
crossing back and forth in the hallways. Yes, yes. and you probably have inputted into that flow is everything. Bringing
learners in one end and having them go out the other, that’s really one of the biggest challenges we have and we have
three or four different groups here is the timer. We need each room very clearly labeled or, you know, we are always
making different signs for the doors to say this class and then this room today. We’d like to very easily be able to tell
someone walking in, you are in room number one today, it goes down the hall and you’ll easily see it, because we’re
having to walk people everywhere because our room numbers actually make no sense right now. They’re not in order.
58
INTERVIEW WITH OPERATIONAL TEAM
Do you mind, talk about that a little bit and in terms of how that prepares for students’ academic and
career future?
Mobile unit is basically, we can take anything that we have in our fixed site. Put it on that truck and carry it anywhere
within, you know, the state of North Carolina. By bringing the space to them they can rotate people in and out while
they’re actually on shift, you’re not having to backfill their positions so that they are directly there for the education
component.
What type of equipment and furniture, do you have in those two spaces?
We’ve got our rack over here which has got houses most of our technology and everything, right here it’s like our control
area where we control the mannequin and the cameras and everything. We have two sides because one side is for the
back of the truck, which is the ambulance space. And then up here. Sides aren’t open, but this is our clinical space and
these two sides will slide out to open it up to a much larger areas for which is probably about the size of a, an emergency
room type setting. And then we’ve just got you know like a fridge and sanitizer space for people to hang up their things
and then again the control room, and everything.
Do you have to change the equipment very often because you mentioned different scenarios?
Yes. So, depending upon which scenarios
Does the Mobile Training Unit Needs a place to park?
Yes, it is 43 feet by 8 feet long vehicle. But the front opens up, so it gives you probably roughly 14 to 15 feet by 12 or 13
feet up in the front space with the one side goes out.
For the new building, you see that the truck is adjacent to park adjacent to the new building. So do you
see any relationship between the building and the truck?
Right now it’s about a 10-minute or 15-minute drive from our fixed drive from our fixed facility to come over the mobile
unit to do any work or anything like that we would, you know, need not only a parking footprint large enough to be able
to park the vehicle with the sides extended out but we would also need the shoreline connection as well, so that we can
utilize power without having to run the generator and causing the exhaust fees and everything like that.
59
What kind of storage space to have for different devices inside of the building?
We have two rooms which are supply rooms for us to keep things, one of the rooms is in a giant room downstairs and
then it’s cage golf by fence, and we get a certain space in there I want to say that area is probably 25 by 35 feet. And
then we have a room on our same level as all of our other rooms and I want to say that room is probably, maybe 15 feet
by 20 feet.
The new space. I’d like everything to be in one room. You know we need a big supplies storage area to be able to house
everything because when you need something it’s kind of cumbersome to have to run downstairs to the basement to get
Do you need to use carts and other tools to move stuff around?
We do use carts. Sometimes, to move things, but other times we use beds as well.
Some of the other things is the doors would need to be larger than your standard door so that you could fit a bed through
And we also realize that you have many shelves in all the simulation spaces. Is that like an-
other layer for storage?
We do utilize the, you know, shopping racks for a lot of storage and everything it kind of keeps it open to where we can
Is it possible for you to like estimate like how large, like the shelf for all the racks, need to be?
A standard shelving unit with an 18 to 24-inch depth would be ideal. And, you know, I’d really like to see them at least six
feet long
Instead of them being stored on a stretcher back in a corner somewhere, I’d like to have, you know, a rack that I can take
a mannequin and place them on a, on a shelf and kind of rotate the mannequins around so that you can, you know, store
Does anyone have this equipment that needs a special?
It’s best for the mannequins to have a lower temperature because their computers have a lower humidity level.
So, you want to have some kind of control over the temperature and humidity there?
Absolutely. We should try to have a temperature control for each single room, if possible.
60
So, do you have other requirement for the simulator like, in addition to soundproof?
We would need a room for that and then a control room. To be able to change the lighting within it, you know make the
environment But you know those types of improvements that I’d like to see to it, you know, just add some pitch to enroll.
Being able to infuse this you know like a smell in there would be, you know, ideal, because then that really immerses him
in that environment.
Do you mind envisioning your future office?
I want to be interacting with people I want to be all people feel like it’s easy to come and get me for help or if they have
a question so on and so forth. I’d rather have my office out in the open where people can you know come in and just feel
welcome to come and say,

For me, I’d rather have my office out there where everybody can come and get me, but I don’t want to be in an open
space like, you know, a receptionist. But I do see those simulations specialists in the simulation technology people. I think
that those people need to be easily accessed for anybody down there they don’t need to be in the suite, you know the
61
REFERENCES
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TEAM RESPONSIBILITY MATRIX
AMBER BILL CAROLINE EVAN ROUZBEH
ZHAO XU SUN ROSSI RAHAI
MISSION STATEMENT
EXECUTIVE SUMMARY
SITE & BACKGROUND
CONTEXT & BACKGROUND
PROGRAMMING APPROACH
STAKEHOLDER ANALYSIS
USER ANALYSIS
VIRTUAL SITE SEEING
INTERVIEW 1
INTERVIEW 2
INTERVIEW ANALYSIS
INTERVIEW TAKEAWAY
CURRENT ISSUES
FUTURE ISSUES
CHALLENGES: LEARNING
CHALLENGES: ADMIN
CHALLENGES: SUPPORTING
GOALS & PR: LEARNING
GOALS & PR: ADMIN
GOALS & PR: SUPPORTING
LINE-BY-LINE PROGRAM
ADJACENCY DIAGRAM
DETAILED PROGRAMS
SCHOLARLY RESEARCH
DIAGRAMS: GOALS & PR
INTERVIEW: APPENDIX
DRAFT PROOF-READING
LAYOUT FOR PRESENTATION1
LAYOUT FOR FINAL DOC
LAYOUT FOR PRESENTATION2
REFERENCES
FINAL PROOF-READING

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PROGRAMMING DOCUMENT

Brody School of Medicine - Simulation Center

IV. CHALLENGES VI. APPENDIX

Analysis. Her background is interaction design, and interested in service

design, user research, and interaction design.

Analysis at Cornell University. His experience includes computational

design, knowledge-based planning, and data-supported POE.

Environmental Analysis with the concentration in sustainable design and

minor in structural engineering. Her background is in industrial design.

student within the School of Hotel Administration. His past experience is

in revenue and sales for the performing arts.

His background is in environmental science and research interests

involve how hazardous environments influence child development.

serve the region and the state.

goals for future planning and use.

accommodate an evolving medical industry.

quick transitions in simulation learning.

Located in Greenville, North Carolina.

User Profile Approach Behavior Circuit Approach

INSTRUCTOR & STAFF Learners

INSTRUCTOR & STAFF

simulation and clinical works.

with technological works such as computer, camera, etc..

learned skills in a simulated clinical environment.

needs a space to stage individuals for the safety reason.

The simulation center uses public space for lectures. Center.

and temperature control, as the simulation lab is study or work environment.

one of the most important spaces for all of learners,

instructors, and standardized patients.

Hardware Support and Storage Space

mental health of staff and instructors in offices.

shelving system to be adjustable. various equipment and manikins, which is directly

related to work efficiency.

and its debriefing room are overcrowded with management.

groups of students waiting and blocking the

Inconvenient Parking Space

and an outdoor loading zone. daily maintainance easier.

UNSUPPORTED AMBIENT ENVIRONMENT

ENCUMBERED ACTIVITY FLOW

SPACE UNABLE TO MEET INCREASING LEARNERS

SPACE UNABLE TO MEET FUTURE TECHNOLOGY NEEDS

• 5 Existing Simulation Laboratories • Simulated oxygen air and suctions

• Cameras, speakers, and microphones • Cameras, speakers, and microphones

• 55-inch monitor • 55-inch monitor

• Carpeted Flooring • Virtual Anatomy Technology Room (6)

• Simulated oxygen air and suctions • Easy-to-clean Flooring

• Hardware that resembles a hospital teaching

Imaging equipment, sterile supplies,

Simulation: Debriefing & Control Room

• 4 Control Rooms • 6 Control Rooms for 6 Simulation Laboratories

• Acoustic design for controlled noise level

• More Chairs and White Board for Debriefing

• Procedural skills room • Procedural skills room

• Multipurpose skills room • Multipurpose skills room

• Procedural skills/high fidelity room • Procedural skills/high fidelity room

• Using the Commons for lectures • More Lecture Rooms

• Using the kitchen as an additional classroom • Easy-to-clean Flooring

The Mobile Training Unit

• Parking Spot near Simulation Center

• Shore power supply

• Acoustic design for controlled noise level

• Adjacent to the simulation spaces • Adjacent to the simulation spaces

• Used as a pre-simulation teaching area standardized patients, and practicing professionals