An Innovative Streaming Video System With a Point-of-View Head Camera Transmission of Surgeries to Smartphones and Tablets: An Educational Utility

Chaves, Rafael Oliveira; Oliveira, Pedro Armando Valente de; Rocha, Luciano Chaves; David, Joacy Pedro Franco; Ferreira, Sanmari Costa; Santos, Alex de Assis Santos dos; Melo, Rômulo Müller dos Santos; Yasojima, Edson Yuzur; Brito, Marcus Vinicius Henriques

doi:10.1177/1553350617715162

Cited by 20 publications

(11 citation statements)

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“…The studies demonstrated that microlearning can improve performance and potentially increase safety in the clinical environment [29,30]. This potential is consistent with a wide range of previous research on microlearning and medical training [14,16] and continuing education in nursing [13,15]. Results from previous studies along with our findings highlighted how microlearning could be used as a refresher before performing skills that are infrequently used or when performing new skills without previous experience.…”

Section: Discussionsupporting

confidence: 89%

“…This is particularly important in health professions education, which changes constantly with advancements in medicine and health care delivery systems [12]. The effectiveness of microlearning for health care professionals has been reported in clinical studies, such as a mobile app for recording learning experiences in nursing practice [13]; an interactive case-based teaching session in medical training programs [14]; a mobile gaming device that promotes nursing research knowledge, attitudes, and practice [15]; and a streaming video system with point-of-view camera transmission of surgeries to students’ smartphones and tablets [16]. As such, microlearning has been endorsed by many health professions educators, programs, and organizations as a means of facilitating student learning, training, and continuing education [17,18].…”

Section: Introductionmentioning

confidence: 99%

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Microlearning in Health Professions Education: Scoping Review

et al. 2019

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Background Microlearning, the acquisition of knowledge or skills in the form of small units, is endorsed by health professions educators as a means of facilitating student learning, training, and continuing education, but it is difficult to define in terms of its features and outcomes. Objective This review aimed to conduct a systematic search of the literature on microlearning in health professions education to identify key concepts, characterize microlearning as an educational strategy, and evaluate pedagogical outcomes experienced by health professions students. Methods A scoping review was performed using the bibliographic databases PubMed (MEDLINE), CINAHL, Education Resources Information Center, EMBASE, PsycINFO, Education Full Text (HW Wilson), and ProQuest Dissertations and Theses Global. A combination of keywords and subject headings related to microlearning, electronic learning, or just-in-time learning combined with health professions education was used. No date limits were placed on the search, but inclusion was limited to materials published in English. Pedagogical outcomes were evaluated according to the 4-level Kirkpatrick model. Results A total of 3096 references were retrieved, of which 17 articles were selected after applying the inclusion and exclusion criteria. Articles that met the criteria were published between 2011 and 2018, and their authors were from a range of countries, including the United States, China, India, Australia, Canada, Iran, Netherlands, Taiwan, and the United Kingdom. The 17 studies reviewed included various health-related disciplines, such as medicine, nursing, pharmacy, dentistry, and allied health. Although microlearning appeared in a variety of subject areas, different technologies, such as podcast, short messaging service, microblogging, and social networking service, were also used. On the basis of Buchem and Hamelmann’s 10 microlearning concepts, each study satisfied at least 40% of the characteristics, whereas all studies featured concepts of maximum time spent less than 15 min as well as content aggregation. According to our assessment of each article using the Kirkpatrick model, 94% (16/17) assessed student reactions to the microlearning (level 1), 82% (14/17) evaluated knowledge or skill acquisition (level 2), 29% (5/17) measured the effect of the microlearning on student behavior (level 3), and no studies were found at the highest level. Conclusions Microlearning as an educational strategy has demonstrated a positive effect on the knowledge and confidence of health professions students in performing procedures, retaining knowledge, studying, and engaging in collaborative learning. However, downsides to microlearning include pedagogical discomfort, technology inequalities, and privacy concerns. Future research should look at higher-level outcomes, including benefits to patients or practice changes. The findings of this scoping revi...

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Microlearning in Health Professions Education: Scoping Review

et al. 2019

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“…It also allows image sharing, which can be used for streaming video transmission of surgeries to other smartphones and tablets, for educational purposes. 22 However, if the internet quality is poor, it can limit the usefulness of these devices.…”

Section: Discussionmentioning

confidence: 99%

Can Smartphones Be Used to Perform Video-Assisted Microanastomosis? An Experimental Study

et al. 2019

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Background. Smartphone cameras are continuously improving. The present study aimed to evaluate the possibility of using smartphones' magnification system to perform microanastomosis in rats. Methods. Fifteen rats were randomly divided into 3 groups, according to the magnification system used: Microscope, iPhone 7 smartphone, and Galaxy S7 smartphone. In the microscope group, a DFVasconcelos microsurgery microscope was used. In both smartphone groups, the magnifications systems were connected to a 55-inch television through the mirror function. Animals in both groups underwent femoral artery anastomosis in the right forepaw and femoral nerve neurorrhaphy in the left hindleg. The body weight, arterial and nerve caliber, and anastomosis time and patency were immediately analyzed. Results. No significant differences were observed between the groups regarding body weight, arterial, or nerve caliber. The smartphones did not provide a sufficient quality of image for an adequate identification of the arterial walls. Therefore, neither arterial anastomosis nor neurorrhaphy could be completed, even after 3 hours of surgery. The first steps toward anastomosis or raffia were performed with difficulty. Conclusion. The current video resolution and lack of stereoscopic image of available smartphones is not sufficient to perform video-assisted anastomosis of femoral arteries or nerves.

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“… 30 The authors concluded that NEST was a reliable and affordable learning tool. 30 Chaves et al 35 evaluated the effectiveness of a telementoring programme whereby gynaecology residents and medical students received education on their smartphones connected to a wireless network though live surgery. 35 94% reported that the streaming video system was an effective educational tool.…”

Section: Resultsmentioning

confidence: 99%

Evaluating the use of telemedicine in gynaecological practice: a systematic review

et al. 2020

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ObjectivesThe aim of this systematic review is to examine the use of telemedicine in the delivery and teaching of gynaecological clinical practice. To our knowledge, no other systematic review has assessed this broad topic.DesignSystematic review of all studies investigating the use of telemedicine in the provision of gynaecological care and education. The search for eligible studies followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and focused on three online databases: PubMed, Science Direct and SciFinder.Eligibility criteriaOnly studies within gynaecology were considered for this review. Studies covering only obstetrics and with minimal information on gynaecology, or clinical medicine in general were excluded. All English language, peer-reviewed human studies were included. Relevant studies published up to the date of final submission of this review were considered with no restrictions to the publication year.Data extractions and synthesisData extracted included author details, year of publication and country of the study, study aim, sample size, methodology, sample characteristics, outcome measures and a summary of findings. Data extraction and qualitative assessment were performed by the first author and crossed checked by the second author. Quality assessment for each study was assessed using the Newcastle-Ottawa scale.ResultsA literature search carried out in August 2020 yielded 313 records published between 1992 and 2018. Following a rigorous selection process, only 39 studies were included for this review published between 2000 and 2018. Of these, 19 assessed gynaecological clinical practice, eight assessed gynaecological education, one both, and 11 investigated the feasibility of telemedicine within gynaecological practice. 19 studies were classified as good, 12 fair and eight poor using the Newcastle-Ottawa scale. Telecolposcopy and abortion care were two areas where telemedicine was found to be effective in potentially speeding up diagnosis as well as providing patients with a wide range of management options. Studies focusing on education demonstrated that telementoring could improve teaching in a range of scenarios such as live surgery and international teleconferencing.ConclusionsThe results of this review are promising and demonstrate that telemedicine has a role to play in improving clinical effectiveness and education within gynaecology. Its applications have been shown to be safe and effective in providing remote care and training. In the future, randomised controlled studies involving larger numbers of patients and operators with measurable outcomes are required in order to be able to draw reliable conclusions.

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An Innovative Streaming Video System With a Point-of-View Head Camera Transmission of Surgeries to Smartphones and Tablets: An Educational Utility

Abstract: This study presents a local streaming video system of live surgeries to smartphones and tablets and shows its educational utility, low cost, and simple usage, which offers convenience and satisfactory image resolution, thus being potentially applicable in surgical teaching.

Cited by 20 publications

References 13 publications

Microlearning in Health Professions Education: Scoping Review

Microlearning in Health Professions Education: Scoping Review

Can Smartphones Be Used to Perform Video-Assisted Microanastomosis? An Experimental Study

Evaluating the use of telemedicine in gynaecological practice: a systematic review

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