The “virtual OR:” creation of a surgical video-based gynaecologic surgery teaching session to improve medical student orientation and supplement surgical learning during COVID-19

Stairs, Jocelyn; Amir, Baharak; Vair, Brett

doi:10.36834/cmej.72081

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Nearly all students agreed that the videos helped learning about gynecological surgery and that it should be shown to all students at the start of their rotation. 22 It has been shown that students were interested in using surgical videos as resources for studying surgical anatomy. The group given access to surgical videos had self-reported improvement in surgical knowledge as well as objectively improved knowledge scores.…”

Section: Macdonald Et Almentioning

confidence: 99%

Standardizing male pelvic anatomy teaching using a clinical enrichment video

MacDonald,

Ory,

Pulakunta

et al. 2024

CUAJ

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Introduction: Evolving trends in medical education and modern curricular changes have reduced the amount of time and resources allocated for anatomy education. As the amount of dedicated anatomy education time decreases, more self-directed learning is required. Cadaveric dissection and didactic teaching have been supplemented with multimedia, clinical anatomy, and imaging for over 20 years with mixed results. Specifically, the use of video-based anatomy teaching increases medical learning, if done methodically. Methods: A 20-minute video was produced highlighting surgical anatomy using the following operative cases: perineal anatomy (artificial urinary sphincter case), inguinal and testicular anatomy (scrotal orchidopexy for acute testicular torsion), prostate anatomy (robotic radical prostatectomy), and bladder anatomy (endoscopy). The annotated video was shown to first-year medical students. Pre- and post-multiple-choice question quizzes were given to the students. Once submitted, the students completed a survey. Results: Overall, 191 first-year medical students participated in our study. Average scores were similar between each quiz (50±16% vs. 49±17%); there was no statistically significant change. Seventy-seven percent of participants felt the video improved their knowledge of urologic anatomy and 83% agreed the video should be shown to future classes. Sixty percent of participants felt the video solidified their anatomy knowledge. Although 78% felt the video was stimulating and entertaining, 43% of the students felt the video increased their interest in pursuing urology as a career choice. Conclusions: Anatomy teaching can be supplemented using surgical videos, especially in a time when in-person anatomy teaching is limited. Further study is required to determine if this teaching modality improves long-term anatomy knowledge retention.

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Section: Macdonald Et Almentioning

confidence: 99%

Standardizing male pelvic anatomy teaching using a clinical enrichment video

MacDonald,

Ory,

Pulakunta

et al. 2024

CUAJ

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show abstract

“…Augmentation of medical education with VR technology has demonstrated established benefits, from factual and spatial knowledge acquisition to improvements in technical skills and applications in anatomy. [7][8][9] It provides immersion in interactive settings with the autonomy to explore and apply clinical knowledge for flexible remote learning, thereby creating engaging opportunities for education from virtually anywhere across the globe! As demonstrated in this pilot project, our ICE application has not only allowed medical students to continue clinical experiences under restrictions of the COVID-19 pandemic, but it also created a truly standardized patient encounter thereby enabling all students a fair and equitable learning opportunity.…”

Section: Next Stepsmentioning

confidence: 99%

Evaluation of a novel virtual reality immersive clinical experience to enhance medical education curriculum

Lai,

Taheri,

Aziz

et al. 2023

Can. Med. Ed. J

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Implication Statement Medical students often find the transition to clerkship challenging and stressful. The use of virtual reality (VR) technologies such as screen-based learning, 360-video and immersive VR using head-mount-devices is becoming more utilized in medical education. Immersive technologies in particular have been shown to lead to greater enthusiasm and provide higher knowledge gain for students compared to screen-based VR. The University of British Columbia Faculty of Medicine has developed a novel immersive patient experience using VR to enhance the clinical skills program and evaluate student perception regarding its formal integration into curricula. Students reported positive feedback on the experience, and interest in more immersive learning opportunities in future sessions. VR technology has the potential to enhance medical education and provide a safe immersive learning environment to build clinical acumen.

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The Use of Educational Technology in Clerkship Education: A Rapid Review (Preprint)

Jung,

Kavanagh,

King

et al. 2024

Preprint

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BACKGROUND Medical education has increasingly adopted EdTech to provide effective instruction. The COVID-19 pandemic accelerated this trend, presenting new challenges for medical students and educators, particularly in clerkship settings. Clerkship students face unique difficulties such as limited access to patients and diverse medical cases. EdTech, including virtual reality, simulators, and mobile apps, offers potential solutions by providing simulated experiences and remote access to learning resources. OBJECTIVE This review aims to: Identify the EdTech tools used in clerkship education from January 2020 to January 2023. Evaluate the outcomes of using such technology in clerkship education. Discuss the challenges associated with utilizing EdTech in this context METHODS A rapid review was conducted following guidelines by Tricco et al. (2017) and PRISMA standards. The search included databases like Medline, Embase, and Web of Science for English-language peer-reviewed empirical studies. Inclusion criteria focused on studies in clerkship environments involving medical students. A total of 1717 citations were screened, resulting in 35 studies included for analysis. RESULTS The review found that virtual reality (31.4%), learning platforms (14.2%), video-conferencing tools (11.4%), and mobile technologies (8.5%) were commonly used. These technologies served various purposes such as content delivery, interactive instruction, and assessment. Key advantages included authenticity, engagement, and remote learning. Challenges included the availability of technology, lack of hands-on experience, and high costs. Evaluation of these technologies showed positive learning outcomes, increased engagement, and improved learner satisfaction. CONCLUSIONS The integration of EdTech in clerkship education has shown promising results, enhancing learning outcomes and student satisfaction. However, challenges such as technological availability, cost, and lack of hands-on experience need to be addressed. Careful planning, collaboration, and alignment with curriculum objectives are essential for the effective implementation of EdTech in medical education. Future research should focus on long-term effects and broader implications of these technologies in clinical education.

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The “virtual OR:” creation of a surgical video-based gynaecologic surgery teaching session to improve medical student orientation and supplement surgical learning during COVID-19

Cited by 3 publications

References 6 publications

Standardizing male pelvic anatomy teaching using a clinical enrichment video

Standardizing male pelvic anatomy teaching using a clinical enrichment video

Evaluation of a novel virtual reality immersive clinical experience to enhance medical education curriculum

The Use of Educational Technology in Clerkship Education: A Rapid Review (Preprint)

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