Using Mixed Reality Headsets to Deliver Remote Bedside Teaching During the COVID-19 Pandemic: Feasibility Trial of HoloLens 2.
COVID-19
HoloLens
bedside teaching
digital education
e-learning
feasibility
medical education
medical student
mixed reality
personal protective equipment
protection
remote learning
virtual reality
Journal
JMIR formative research
ISSN: 2561-326X
Titre abrégé: JMIR Form Res
Pays: Canada
ID NLM: 101726394
Informations de publication
Date de publication:
17 May 2022
17 May 2022
Historique:
received:
13
12
2021
accepted:
25
03
2022
revised:
07
03
2022
pubmed:
8
4
2022
medline:
8
4
2022
entrez:
7
4
2022
Statut:
epublish
Résumé
COVID-19 has had a catastrophic impact in terms of human lives lost. Medical education has also been impacted as appropriately stringent infection control policies precluded medical trainees from attending clinical teaching. Lecture-based education has been easily transferred to a digital platform, but bedside teaching has not. This study aims to assess the feasibility of using a mixed reality (MR) headset to deliver remote bedside teaching. Two MR sessions were led by senior doctors wearing the HoloLens headset. The trainers selected patients requiring their specialist input. The headset allowed bidirectional audiovisual communication between the trainer and trainee doctors. Trainee doctor conceptions of bedside teaching, impact of the COVID-19 pandemic on bedside teaching, and the MR sessions were evaluated using pre- and postround questionnaires, using Likert scales. Data related to clinician exposure to at-risk patients and use of personal protective equipment (PPE) were collected. Prequestionnaire respondents (n=24) strongly agreed that bedside teaching is key to educating clinicians (median 7, IQR 6-7). Postsession questionnaires showed that, overall, users subjectively agreed the MR session was helpful to their learning (median 6, IQR 5.25-7) and that it was worthwhile (median 6, IQR 5.25-7). Mixed reality versus in-person teaching led to a 79.5% reduction in cumulative clinician exposure time and 83.3% reduction in PPE use. This study is proof of principle that HoloLens can be used effectively to deliver clinical bedside teaching. This novel format confers significant advantages in terms of minimizing exposure of trainees to COVID-19, reducing PPE use, enabling larger attendance, and delivering convenient and accessible real-time clinical training.
Sections du résumé
BACKGROUND
BACKGROUND
COVID-19 has had a catastrophic impact in terms of human lives lost. Medical education has also been impacted as appropriately stringent infection control policies precluded medical trainees from attending clinical teaching. Lecture-based education has been easily transferred to a digital platform, but bedside teaching has not.
OBJECTIVE
OBJECTIVE
This study aims to assess the feasibility of using a mixed reality (MR) headset to deliver remote bedside teaching.
METHODS
METHODS
Two MR sessions were led by senior doctors wearing the HoloLens headset. The trainers selected patients requiring their specialist input. The headset allowed bidirectional audiovisual communication between the trainer and trainee doctors. Trainee doctor conceptions of bedside teaching, impact of the COVID-19 pandemic on bedside teaching, and the MR sessions were evaluated using pre- and postround questionnaires, using Likert scales. Data related to clinician exposure to at-risk patients and use of personal protective equipment (PPE) were collected.
RESULTS
RESULTS
Prequestionnaire respondents (n=24) strongly agreed that bedside teaching is key to educating clinicians (median 7, IQR 6-7). Postsession questionnaires showed that, overall, users subjectively agreed the MR session was helpful to their learning (median 6, IQR 5.25-7) and that it was worthwhile (median 6, IQR 5.25-7). Mixed reality versus in-person teaching led to a 79.5% reduction in cumulative clinician exposure time and 83.3% reduction in PPE use.
CONCLUSIONS
CONCLUSIONS
This study is proof of principle that HoloLens can be used effectively to deliver clinical bedside teaching. This novel format confers significant advantages in terms of minimizing exposure of trainees to COVID-19, reducing PPE use, enabling larger attendance, and delivering convenient and accessible real-time clinical training.
Identifiants
pubmed: 35389347
pii: v6i5e35674
doi: 10.2196/35674
pmc: PMC9116455
doi:
Types de publication
Journal Article
Langues
eng
Pagination
e35674Informations de copyright
©Arun Sivananthan, Aurelien Gueroult, Geiske Zijlstra, Guy Martin, Aravindhan Baheerathan, Philip Pratt, Ara Darzi, Nisha Patel, James Kinross. Originally published in JMIR Formative Research (https://formative.jmir.org), 17.05.2022.
Références
J Med Internet Res. 2020 Aug 14;22(8):e21486
pubmed: 32730222
JAMA. 2020 Jun 2;323(21):2131-2132
pubmed: 32232420
Med Teach. 2013 Nov;35(11):895-9
pubmed: 24004439
Minim Invasive Ther Allied Technol. 2020 Jun;29(3):154-160
pubmed: 31116053
Perspect Med Educ. 2014 Sep;3(4):300-11
pubmed: 24464832
Am Heart J. 1980 Dec;100(6 Pt 1):928-31
pubmed: 7446394
BMJ. 2008 Dec 02;337:a1930
pubmed: 19050018
J Vis Commun Med. 2020 Jan;43(1):17-26
pubmed: 31645155