There is a lack of consistency in advice given to patients after vocal fold surgery, in terms of both type and length of voice rest. This may arise from an absence of robust evidence on which to base practice.

Background Operating theatres are a unique learning environment that some learners find daunting. By employing orientations some of these fears can be reduced but these require operating theatre space and personnel and are not standardized. Methods We utilized a 360 ° camera to generate a “virtual” 360 ° video orientation. It was filmed in first-person perspective to improve engagement and to make it more experiential. Evaluation It was shown to 34 medical students in a tutorial setting before their first operating theatre experience. We analyzed their knowledge gain with use of a questionnaire and change in self-reported confidence using a 7-point Likert scale. The students’ knowledge improved from 38.4% to 78.2% (p < 0.01) as well as self-reported confidence from 4.3 to 6.1 (p < 0.01). Discussion The use of 360 ° video for a virtual operating theatre orientation improved knowledge and confidence of learners which suggests its expanded use in medical education.

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