Simulation

Playing it out: A new way to teach health economics

Heather Carroll — Wed, 07 Oct 2026 17:49:22 +0000

Playing it out: A new way to teach health economics Heather Carroll Wed, 10/07/2026 - 13:49

In Phillip Zane’s 911�� classroom, students weigh an invitation to jump out of an airplane. The skydiving lesson and jump are free, and the exercise assumes there is zero risk of death. But an injury could mean $10,000 in medical expenses and $1,000 in lost wages.

Some have health insurance. Others don’t. Everyone has to decide whether to take the leap.

Phillip Zane presenting to students during class
Photo by Heather Carroll/College of Public Health

The imaginary jump brings a question of health economics within reach: how insurance can change the risks people are willing to take, and what happens when those choices add up across a health care system.

Zane, an associate professor in the Department of Health Administration, Policy, and Informatics, has built his Health Economics and Policy course around such experiments, pulling students into questions that can seem abstract or remote on a textbook page.

He and his colleagues, including associate professor Debora Goetz Goldberg, describe the approach in a new paper, “More Than a Game,” published in a special issue of The Journal of Health Administration Education focused on gamification.

Course evaluations from 129 students between 2022 and 2025 suggest the approach resonated: About 89 percent found the class environment engaging, and 85 percent said the teaching methods enhanced their learning.

In written feedback, students said the games clarified challenging concepts and exposed them to classmates’ different approaches.

Invitation to play

Students participating in Zane's class
Photo by Mary Cunningham

The idea took hold during a summer of online teaching in 2022, when most students kept their cameras off. Zane wanted a way to keep them engaged. “It’s a topic that I love, but they didn’t seem to get it,” he said.

Many of his health administration students came to the course with little background or interest in economics. Game theory—which examines how people make decisions when their outcomes depend on others’ choices—offered a way in. A former antitrust lawyer, Zane had used its principles in the past to help clients decide whether to settle lawsuits. Now he thought it might help students understand the economic forces underpinning health care.

Zane started with the “ultimatum game,” a well-established experiment in which one party offers to divide a financial windfall with another. In his version, Kit Kats stand in for cash. One student makes a proposal to their classmate, who can accept it or turn it down, with a rejection leaving both empty-handed. As it turns out, some students would rather get nothing than accept an unfair share—prompting a discussion about why fairness can outweigh personal gain.

From there, Zane began adding more exercises, some adapted from existing game-theory models and others of his own design, and adjusting according to student feedback.

Students listening to Zane during class. Photo by Mary Cunningham/College of Public Health

In his original orange juice game, students are assigned to groups with different levels of competition, from a single seller with a monopoly to a crowded market with many sellers. Zane tells each group he will pay up to $5 for a bottle of juice. The monopolist can hold near that ceiling, while competing sellers must undercut each other. In the most crowded market, the price can fall close to zero, showing students how competition drives down prices.

The games are only part of the lesson. After playing, students explain their choices and compare their reasoning with others in the class. Reading those reflections helped Zane see whether the economic lessons were landing.

“It became pretty clear that most of the students were getting it,” he said.

In addition to Zane and Golberg, additional co-authors to the paper were doctoral students Shaan Muberra Khan and Sravya Vunnam of the Department of Health Administration, Policy, and Informatics.

The Journal of Health Administration Education special issue also features HAPI professor John Cantiello and associate professor Renee Geschke’s research on case-based learning.

Key Takeaways

911�� associate professor Phillip Zane uses games and simulations to teach health economics.
A new journal article by Zane describes the teaching approach as part of a special issue on gamification.
In evaluations, most students found the learning environment engaging and said the teaching methods helped them learn.

In This Story

Phillip Zane, JD

Debora Goetz Goldberg, PhD, MHA, MBA

Topics

Simulation

Active Learning

immersive technologies

innovative classes

Students

Schar School Students Spend a Day Solving a Crisis in the Baltics. (Don’t Worry, It Was a Simulation.)

Andrew J Schappert — Wed, 26 Oct 2022 13:48:10 +0000

Schar School Students Spend a Day Solving a Crisis in the Baltics. (Don’t Worry, It Was a Simulation.) Andrew J Schappert Wed, 10/26/2022 - 09:48

Learn more about the Schar School

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Joel Hillison, director of national security policy and strategy at the Army War College, listens in as Team USA discusses proposed action during Game 2 of the simulation. Photos by Kim Talley

Dangerous turmoil brews in an Estonian separatist state, one supported by an aggressive Russian minority in the region. Surrounding nations are concerned about an outbreak of conflict, but what’s the best way to respond while ensuring individual rights, defending democracy, dealing with a refugee crisis, and protecting the energy grid?

That was the fictional situation facing about 45 participants in an October Baltics 2028 Simulation hosted by the Schar School’s Center for Security Policy Studies and facilitated by members of the U.S. Army War College. The daylong event challenged participants to apply their knowledge of foreign policy and strategy in an effort to thwart—or at least predict—possible outcomes of a realistic crisis.

It may have looked like an elaborate board game, but the perceived danger was realistic and the correct decisions were vital, said participants.

“It was very insightful and I learned a lot about collaborative decision-making and strategy during a geopolitical crisis,” said Master of International Security student Sebastian Evans. “I highly recommend Schar School students to attend simulations in the future. An excellent event and I am very glad I attended.”

The Baltics 2028 Simulation map.

Jerad Harper, an instructor and director of regional studies at the Army War College, discusses implications of a participant’s state’s move in Game 1 of the simulation.

Topics

Simulation

Center for Security Policy Studies

Master of International Security

Schar School News October 2022

Inspired By the Care of Mason Nurses

Mary Cunningham — Mon, 02 May 2022 14:27:36 +0000

Inspired By the Care of Mason Nurses Mary Cunningham Mon, 05/02/2022 - 10:27

Family members’ time in hospitals with caring nurses inspired Sarah Ringham to start and continue her nursing education

Caring nurses inspired Bachelor of Science in Nursing (BSN) senior Sarah Ringham at a young age. She saw the impact that warm and compassionate nurses had on her family and knew it was the profession for her.

Ringham aims to be a pediatric oncology nurse so she can support children and families. When she was in elementary school, nurses cared for her sister, who has now been in remission from brain cancer for 13 years. She knows what a difference a great nurse can make and intends to provide the best care.

“I got into nursing by caring for my sister, and not only because of her, but because of the wonderful nurses who cared for her. They were so nice and amazing, and I enjoyed watching them work,” said Ringham. “I want to make it easier for other families in the hospital who are going through the same thing my family went through.”

Her sisters nurses are also a big reason she chose to attend Mason. Ringham says most of the nurses she talked to went to Mason and recommended the program.

Unfortunately, her sister is not the only family member to inspire her future career. During the fall of her senior year (Fall 2021), her stepfather passed away from a breakthrough case of COVID-19 (he caught the virus even though he was vaccinated). This, along with the shift to remote and hybrid learning because of the pandemic, changed her world and she considered leaving the program. She even mentioned the possibility to her professors, who wanted her to stay, but supported her in what was best for her.

“I was this close to dropping out of the nursing program because my family needed me. I was still doing classes and most of my schoolwork, but I was so afraid if I didn’t drop out that it would negatively affect my family,” she said. “My mom told me to stay in school. She said, ‘your dad would be so upset if you left. You’re so close to graduating.’” So Ringham stayed in school and is glad for it.

A New Spark

The loss of her stepfather greatly impacted how she viewed life, especially nursing, and gave her a new motivation for her education.

“I came back with a new mindset that I absolutely had to finish. The new mindset included a new flame to do everything to the best of my ability,” she said.

In addition to participating in the Student Nurses Association and Delta Alpha Pi International Honor Society (academic honor society founded to recognize high-achieving students with disabilities), Ringham spends her time in the Virtual Reality (VR) and Simulation Lab, where her voice is famous. As a Simulation Lab Assistant, she moderates VR and mannequin-based simulations, talking and reacting as the patient, with other students. After a student goes through a scenario, the debrief process includes watching a recording of another person who has completed the scenario, which allows students to see how to improve their practice. The scenario is a recording of Sarah completing the training.

“Hi, My name is Sarah, and I’m going to be your nurse” is her most used line in the scenarios and she has had other students recognize her because of her voice. She has found that she enjoys the teaching and supporting aspects of working in the lab.

“I want to make it easier for other families in the hospital who are going through the same thing my family went through.”

Ringham is glad she committed to her last semester and is excited to graduate in May. She thinks her new attitude is the reason the Nursing faculty awarded her with the Rita M. Carty Academic Achievement Award.

Just like the nurses she encountered, Ringham recommends Mason’s School of Nursing to anyone interested.

“Honestly, do it and give it your all. If you like nursing and medicine, this is the school for you. The faculty are so into student education and finding ways to improve,” said Ringham. “If you want to do nursing, go for it. It’s an amazing field and there’s a lot of great resources at Mason.”

Topics

Tech Talent Investment Program (TTIP)

TTIP

Spoiler!: Schar School Students Prevent Escalating East China Sea Conflict

bmcclai2 — Thu, 31 Mar 2022 15:52:26 +0000

Spoiler!: Schar School Students Prevent Escalating East China Sea Conflict bmcclai2 Thu, 03/31/2022 - 11:52

In This Story

Lee Roberts

PhD candidate and Army Strategic Intelligence Officer leads the seven-hour simulation.

Disaster averted! Representatives from the U.S., China, and Japan met on March 26 in an attempt to de-escalate the intensifying crisis in the East China Sea. Failure to come to a mutually accepted agreement could have led to deadly conflict involving militaries, endangering millions of civilians.

Didn’t hear about this crisis on the news? That’s because, thankfully, it was a simulation. More than two dozen undergraduate and graduate students at 911��’s Schar School of Policy and Government participated as diplomats, policymakers, and military leaders during a realistic exercise led by national security experts.

The real-time, seven-hour event presented high-pressure situations for immediate decision-making to avert drastic outcomes. Happily, participants were able to avoid escalating the crisis through diplomatic negotiations and deft military maneuvers.

The simulation, hosted by the Center for Security Policy Studies (CSPS) and led by PhD candidate Lee Roberts, a U.S. Army Strategic Intelligence Officer and former CSPS fellow, was the first in-person crisis simulation in more than two years. Additional simulations are planned for the near future.

Topics

International Security

Simulation

Schar School News March 2022

Disruptors Welcome in the Virtual Reality and Simulation Lab

mthomp7 — Fri, 24 Sep 2021 18:42:36 +0000

Disruptors Welcome in the Virtual Reality and Simulation Lab mthomp7 Fri, 09/24/2021 - 14:42

In This Story

Cheryl Oetjen, DNP, APRN, FNP-BC

Bethany Cieslowski, DNP, PMHNP-BC, CHSE

Simulation Lab Coordinator Bethany Cieslowski harnesses technology to enhance interprofessional clinical education.

“The learning really comes from the pre- and post-simulation briefings where students receive feedback and learn from the actions that result from critical thinking processes,” says Cieslowski, simulation and VR coordinator.

Bethany Cieslowski joined the College in July 2021 as the Simulation and VR Coordinator, with the mission to re-envision the College’s approach to virtual, augmented, and simulated learning for the interprofessional student body. “Preparing our students for the future of healthcare requires completely new ways of defining a “classroom,” says Cieslowski. “Virtual and augmented reality allow us to bring the learning experience to our students across all our degree programs – delivering hands-on learning in an immersive environment conducive to applying and acquiring skills.”

Cieslowski received a Doctorate in Nursing Practice from Duke University, but she considers simulation and informatics as her passion. She seeks to integrate both into every aspect of nursing to improve the quality of care, provide students with high-quality clinical experiences, and deliver career-ready graduates to the workforce. Her most recent experience prior to joining Mason includes integrating training for virtual health visits and using telehealth technology in the BSN and MSN curriculum – a much-needed skillset for today’s clinicians, given the mainstream adoption of telehealth during the pandemic.

When observing Cieslowski in action, her experience in leading VR and simulation training and debrief is evident. She easily navigates various scenarios—such as teaching students how to triage mass casualties in a ‘low-frequency high consequence’ event, such as a simulated mass shooting, and helping a high school student avert hypoglycemia by assessing the situation and providing adequate carbohydrates to elevate his blood sugar – all in a virtual space.

The simulation technology fits into a backpack – making it logistically and financially possible to prepare students for scenarios that were previously difficult to access. “For example, obstetric and pediatric clinical opportunities are often limited for students– but with simulations, every student can participate in delivering a baby. The technology is not only cool but can help students complete their clinical requirements more efficiently,” says Cheryl Oetjen, interim department chair for the School of Nursing at Mason.

“The technology is not the innovation—the technology enables the innovation,” says Cieslowski. “The learning really comes from the pre- and post-simulation briefings where students receive feedback and learn from the actions that result from critical thinking processes.” She is eager to work with the faculty, staff, and students to bring the full potential of VR and simulation to the College. She looks forward to publicly launching the Virtual Reality and Simulation Lab in the upcoming months and is currently training students, faculty, and staff on the new simulation platform SimX which will be deployed to students throughout the Fall and Spring semesters.