A remote access mixed reality teaching ward round

Bala, Laksha; Kinross, James; Martin, Guy; Koizia, Louis; Kooner, Angad S.; Shimshon, Gideon; Hurkxkens, Thomas J.; Pratt, Philip J.; Sam, Amir H.

doi:10.1111/tct.13338

Cited by 49 publications

(36 citation statements)

References 9 publications

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“…Thus, the use of technology to maintain medical treatment and education has become more rapid and innovative than ever before. As a result, many healthcare organizations have been increasingly interested in XR technology: patient care and management, the education of residents and medical students (i.e., online lectures, remote access to teaching ward rounds by XR technology [36], preoperative planning and simulation, and remote rehabilitation (telerehabilitation) [17,36,37].…”

Section: The Covid-19 Pandemicmentioning

confidence: 99%

XR (Extended Reality: Virtual Reality, Augmented Reality, Mixed Reality) Technology in Spine Medicine: Status Quo and Quo Vadis

Morimoto

Kobayashi

Hirata

et al. 2022

JCM

139

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In recent years, with the rapid advancement and consumerization of virtual reality, augmented reality, mixed reality, and extended reality (XR) technology, the use of XR technology in spine medicine has also become increasingly popular. The rising use of XR technology in spine medicine has also been accelerated by the recent wave of digital transformation (i.e., case-specific three-dimensional medical images and holograms, wearable sensors, video cameras, fifth generation, artificial intelligence, and head-mounted displays), and further accelerated by the COVID-19 pandemic and the increase in minimally invasive spine surgery. The COVID-19 pandemic has a negative impact on society, but positive impacts can also be expected, including the continued spread and adoption of telemedicine services (i.e., tele-education, tele-surgery, tele-rehabilitation) that promote digital transformation. The purpose of this narrative review is to describe the accelerators of XR (VR, AR, MR) technology in spine medicine and then to provide a comprehensive review of the use of XR technology in spine medicine, including surgery, consultation, education, and rehabilitation, as well as to identify its limitations and future perspectives (status quo and quo vadis).

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Section: The Covid-19 Pandemicmentioning

confidence: 99%

XR (Extended Reality: Virtual Reality, Augmented Reality, Mixed Reality) Technology in Spine Medicine: Status Quo and Quo Vadis

Morimoto

Kobayashi

Hirata

et al. 2022

JCM

139

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“…The 16 papers used a variety of methodologies, including one cross-sectional study, two quantitative descriptive studies, two quasi-experimental studies, one prospective cohort study and the rest of the ten mixed-method studies. The publications were devoted to exploring the different modalities of digital education, including virtual reality-based simulation training (3 studies) ( De Ponti et al, 2020 ; Kang et al, 2020 ; Weston and Zauche, 2020 ), teleconsultation and virtual rounds (3 studies) ( Bala et al, 2021 ; Sukumar et al, 2021 ; Weber et al, 2021 ), web-based specialized skills learning (2 studies) ( Alpert et al, 2020 ; Shahrjerdi et al, 2020 ), and multimodal online curriculums (8 studies) ( Coffey et al, 2020 ; He et al, 2021 ; Kaliyadan et al, 2020 ; Kasai et al, 2021 ; Michener et al, 2020 ; Samueli et al, 2020 ; Williams et al, 2021 ; Zhou et al, 2020 ). Study outcomes were measured utilizing a series of homemade tools.…”

Section: Resultsmentioning

confidence: 99%

“…Methodological quality, as appraised by the MMAT exercise for the included 16 articles, ranged from 25% to 100%, with one study rated at 100% ( Kang et al, 2020 ); two studies rated at 75% ( Alpert et al, 2020 ; Weston and Zauche, 2020 ); five studied rated at 50% ( Coffey et al, 2020 ; He et al, 2021 ; Kasai et al, 2021 ; Shahrjerdi et al, 2020 ; Zhou et al, 2020 ), and the remaining eight studies rated at 25% ( Bala et al, 2021 ; De Ponti et al, 2020 ; Kaliyadan et al, 2020 ; Michener et al, 2020 ; Samueli et al, 2020 ; Sukumar et al, 2021 ; Weber et al, 2021 ; Williams et al, 2021 ) ( Table 2 ).…”

Section: Resultsmentioning

confidence: 99%

“…Beyond that, this study found that smaller groups were better for teaching and further affirmed the value of virtual rounds after the release of isolation. However, while another study using mixed reality (MR) technology suggested that virtual rounds were acceptable and effective, it denied its significance secondary to the COVID-19 pandemic ( Bala et al, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

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Application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic: A systematic review

Hao

Peng

Ding

et al. 2022

Nurse Education Today

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Background Due to the rapid spread of coronavirus disease 2019 (COVID-19) around the world, the World Health Organization (WHO) declared it a global pandemic on March 11, 2020. This declaration had an unprecedented impact on health profession education, especially the clinical clerkship of nursing and medical students. The teaching hospitals had to suspend traditional bedside clinical teaching and switch to digital education. Objective To systematically synthesize the available literature on the application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic. Design A systematic review informed by PRISMA guidelines. Data sources Five electronic databases were systematically searched: PubMed, Embase, MEDLINE (OVID), CINAHL and the Cochrane Library. Review methods The retrieved articles were screened at the title, abstract, and full text stages. The Mixed-Methods Appraisal Tool (MMAT) was used to assess the quality of quantitative and mixed-method studies. Then, two reviewers extracted the quantitative data of the included studies. Results A total of 4596 studies were identified following a comprehensive search, and 16 studies were included after removing duplicates and screening, which focused on undergraduate nursing students (3 studies) and medical students (13 studies). We found that the standalone digital education modalities were as effective as conventional learning for knowledge and practice. Different educational technologies have different effects on the knowledge and practice of interns. Conclusion Digital education plays a significant role in distance training for nursing and medical interns both now and in the future. The overall risk of bias was high, and the quality of evidence was found to be variable. There is a need for further research designing more quasi-experimental studies to assess the effectiveness of standalone digital education interventions for the remote training of nursing or medical interns to be fully prepared for emergencies.

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“…The first outcome of this pandemic crisis in medical education was the disruption of training activities in hospitals and the rapid translation to tailored and interactive virtual learning options (e.g., online didactics, mixed reality technology [ 15 , 16 , 17 ]). There were, however, a few positive outcomes, such as the different uses of technologies to protect onsite learning in hospitals with reduced groups of clinical training, clinical students interacting, and volunteering in the frontline [ 17 , 18 , 19 ].…”

Section: Introductionmentioning

confidence: 99%

Towards an Open Medical School without Checkerboards during the COVID-19 Pandemic: How to Flexibly Self-Manage General Surgery Practices in Hospitals?

et al. 2021

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Background: Can we create a technological solution to flexibly self-manage undergraduate General Surgery practices within hospitals? Before the pandemic, the management of clerkships was starting to depend less on checkerboards. This study aims to explore undergraduates’ perceptions of doing rotations in teaching hospitals using different teaching styles and elicit their views regarding the options of managing practices to design a mobile app that substitutes for checkerboards. Methods: In this sequential exploratory mixed methods study, 38 semi-structured interviews at a teaching hospital were conducted. The data was used to survey 124 students doing their rotations in four teaching hospitals during the first wave of COVID-19. Results: 21 themes highlighted concerns related to the practices, the teacher involvement in the students’ education, and the students’ adaptation to clinical culture. The students reported positive perceptions concerning self-managing and organizing practices via a mobile application. However, problems emerged regarding transparency, the lack of feedback, and the need for new tools. Regarding the teaching styles, the facilitator and personal models were perceived as optimal, but the personal style had no effect on using or not using a tool. Conclusions: A mobile-learning application designed like an educational opportunities’ manager tool can probably promote self-directed learning, flexible teaching, and bidirectional assessments. However, teachers who employ a personal teaching style may not need either checkerboards or a tool. This solution supports teaching at hospitals in pandemic times without checkerboards.

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A remote access mixed reality teaching ward round

Cited by 49 publications

References 9 publications

XR (Extended Reality: Virtual Reality, Augmented Reality, Mixed Reality) Technology in Spine Medicine: Status Quo and Quo Vadis

XR (Extended Reality: Virtual Reality, Augmented Reality, Mixed Reality) Technology in Spine Medicine: Status Quo and Quo Vadis

Application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic: A systematic review

Towards an Open Medical School without Checkerboards during the COVID-19 Pandemic: How to Flexibly Self-Manage General Surgery Practices in Hospitals?

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