No abstract

Responses to the COVID-19 pandemic have dramatically shifted clinical and educational aspects of emergency medicine (EM). 1 The pandemic has reduced the opportunity for clinically meaningful experiences for preclinical and clinical medical students to meet educational objectives and obtain firsthand experience in the emergency department (ED). 2 In response, academic medicine is rapidly adopting new curricular and instructional delivery methods. 3 BACKG ROU N DWhether synchronous or asynchronous in time, teleeducation leverages technology to deliver instruction, enhancing the knowledge, skills, relationships, and attitudes of learners. 4,5 The COVID-19 pandemic has caused disruption in clinical care and medical education, making these advances more important. 6 According to one systematic review, videoconference-based teleeducation was at least equivalent to in-person and may offer superior knowledge integration. 7 Traditional teleconferencing using a video camera or other handheld device limits the capabilities of the presenter. A solution to this potential hindrance for real-time clinical education is the use of smart glasses.Video conferencing with smart glasses technology (SGT) is reported in numerous clinical settings. 8 SGT can offer forensic documentation, observation of airway management, medical record retrieval and input, and hands-free live broadcasting to a larger audience than would be possible without SGT (e.g., a surgical or procedural field of view). 8 Very few studies have investigated the use of SGT in EM. To bridge this educational gap during the COVID-19 pandemic, we studied the feasibility and usability of a moderated SGT-enabled ED experience. OBJEC TIVE S OF INNOVATIONWe implemented SGT to provide clinical learning experiences to preclinical medical students without the student learners' inperson participation. Medical students are expected to meet several