Harvey

Harvey® Premier


  • Price reduced by half
  • Powered by a mini-computer and a tablet-based control interface; new app allows for remote teaching capabilities, diagnostics, and software updates
  • Weight reduced by half
  • New wireless audio transmission system facilitates learning by multiple users simultaneously

This full-size manikin realistically simulates over 50 cardiac diseases at the touch of a button by varying heart sounds, murmurs, pulses, blood pressure, and breath sounds. Harvey is the longest continuous university-based simulation project in medical education, and no other simulator presents cardiac bedside findings at the level of detail and fidelity found in Harvey.

The Next Generation Harvey includes a comprehensive cardiology curriculum covering 50 patient scenarios. Additionally, the cardiology simulator includes instructional aides such as an Instructor Guide, Learner Manual, and Standardized Patient Case Curriculum.
Harvey's Power Ratings:
Input voltage: 100 - 240VAC
Input frequency: 50-60Hz
Maximum power:5A

Weight and Size
Wooden shipping crate: 130 lbs (58.9 kg) 68” L x 29” H x 33” D
CrateCube shipping crate: 112.2 lbs (50.8 kg) 64” L x 29” H x 35” D
Manikin and cabinet: 116 lbs (52.6 kg) 57“ L x 22” H x 28” D
Practical Uses

Harvey must be made an integral part of the required curriculum. If it is an optional resource, students have much less incentive to use the simulator. Outcomes must also be tested, because “assessment drives learning.” Our integration curriculum plan have been developed for medical schools, nursing schools, and physician assistant education. Only medical school plan is shown below.

Planning

The first step is to plan the initial experience with Harvey in a part of the curriculum that is easy for the Harvey “champion” to control. Examples include champions that are directors of the clinical skills center, the physical diagnosis course or a cardiology elective. To integrate Harvey throughout the entire curriculum will take cooperation among multiple faculty members. It will require leadership and a willingness to change by those involved. All planning must include specific learning goals and the testing of outcomes.

Inclusion in a timetable

Develop a timetable for the use of Harvey in different settings throughout the curriculum. This should include instructor-facilitated small-group sessions and independent self-learning sessions. Ideally an instructor first introduces Harvey to an entire class in an auditorium/lecture hall setting. An example of an effective timetable is shown below:

Plan to Utilize Harvey in a Four-year Medical School Curriculum
Learning Goals Course Modules Method Time
Year 1
Normal cardiovascular
physiology & bedside
examination
Physiology and/or
Early Clinical Skills
Normal (46)

Normal (46)
Large-Group Lecture Setting

Small-Group / Independent Learning
1.5 hours

1.5 hours
Year 2
Review normal and add
classic valve lesions: pathophysiology & bedsideexamination
Pathophysiology
and/or Advanced
Clinical Skills (PhysicalDiagnosis Course)
Review Normal (46)Highlight MR (7), AS(13), AR (17), MS (4)MR, AS, AR, MS Large-Group Lecture Setting

Small-Group / Independent Learning
1 hours

6 hours
Year 3
Review common diseases, including the bedside examination, laboratory evaluation & treatment
Medicine Clerkship Angina Pectoris (39) Inferior Infarction (40) Anterior Infarction (43) Hypertension (36) Cardiomyopathy (42) Small Group / Independent Learning 7.5 hours
Year 4
Comprehensive review of cardiovascular curriculum
Adult and/or Pediatric Electives Review previous modules , add congenital and acquired disease modules Small Group / Independent Learning 15 – 20 hours in 4-week elective

Please contact us for a detail Harvey curriculum integration plan for nursing and physcian assistan curriculum.