Using 360-degree video for teaching emergency medicine during and beyond the COVID-19 pandemic

Petrică, Alina; Lungeanu, Diana; Ciuta, Alexandru; Marza, Adina Maria; Botea, Mihai; Mederle, Ovidiu Alexandru

doi:10.1080/07853890.2021.1970219

Cited by 20 publications

(22 citation statements)

References 35 publications

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“…Nevertheless, students seemed willing to overcome the difficulties and seized every opportunity to improve their preparedness for their chosen career, i.e., the medical profession, in line with other reports about technology-enhanced teaching being well-received by medical students [ 33 ]. Notably, compared with the results reported by Baashar et al [ 33 ], the students who participated in our project obtained good marks in further objective EM examinations at the end of that semester, thus confirming their good preparedness, in addition to their commitment and declared motivation [ 34 ].…”

Section: Discussionsupporting

confidence: 76%

Beyond the Digital Competencies of Medical Students: Concerns over Integrating Data Science Basics into the Medical Curriculum

Lungeanu

Petrică

Lupușoru

et al. 2022

IJERPH

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Introduction. Data science is becoming increasingly prominent in the medical profession, in the face of the COVID-19 pandemic, presenting additional challenges and opportunities for medical education. We retrospectively appraised the existing biomedical informatics (BMI) and biostatistics courses taught to students enrolled in a six-year medical program. Methods. An anonymous cross-sectional survey was conducted among 121 students in their fourth year, with regard to the courses they previously attended, in contrast with the ongoing emergency medicine (EM) course during the first semester of the academic year 2020–2021, when all activities went online. The questionnaire included opinion items about courses and self-assessed knowledge, and questions probing into the respondents’ familiarity with the basics of data science. Results. Appreciation of the EM course was high, with a median (IQR) score of 9 (7–10) on a scale from 1 to 10. The overall scores for the BMI and biostatistics were 7 (5–9) and 8 (5–9), respectively. These latter scores were strongly correlated (Spearman correlation coefficient R = 0.869, p < 0.001). We found no correlation between measured and self-assessed knowledge of data science (R = 0.107, p = 0.246), but the latter was fairly and significantly correlated with the perceived usefulness of the courses. Conclusions. The keystone of this different perception of EM versus data science was the courses’ apparent value to the medical profession. The following conclusions could be drawn: (a) objective assessments of residual knowledge of the basics of data science do not necessarily correlate with the students’ subjective appraisal and opinion of the field or courses; (b) medical students need to see the explicit connection between interdisciplinary or complementary courses and the medical profession; and (c) courses on information technology and data science would better suit a distributed approach across the medical curriculum.

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Section: Discussionsupporting

confidence: 76%

Beyond the Digital Competencies of Medical Students: Concerns over Integrating Data Science Basics into the Medical Curriculum

Lungeanu

Petrică

Lupușoru

et al. 2022

IJERPH

Self Cite

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“…Six studies revealed that VR represented a helpful learning and training tool during the COVID-19 pandemic in several areas. First, watching 360° videos on desktop displays effectively taught emergency medicine during the COVID-19 crisis [ 102 ]. Second, immersive VR showed relatively better outcomes regarding skills acquired, learning speed, and information retention rates than classroom training in a sample of frontline health workers [ 100 ].…”

Section: Resultsmentioning

confidence: 99%

“…The second main result of this systematic review is that during the COVID-19 pandemic, VR was a helpful learning tool for medical education and training in several areas, including emergency medicine, nursing, pediatrics, radiology, and cardiology (eg, [100][101][102]). This technology has been successfully used for teaching various topics, including neuroanatomy and clinical anatomy (eg, [84,93]).…”

Section: Principal Findingsmentioning

confidence: 99%

Virtual Reality Applications in Medicine During the COVID-19 Pandemic: Systematic Review

Pallavicini¹,

Pepe²,

Clerici³

et al. 2022

JMIR Serious Games

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Background Virtual reality can play an important role during the COVID-19 pandemic in the health care sector. This technology has the potential to supplement the traditional in-hospital medical training and treatment, and may increase access to training and therapies in various health care settings. Objective This systematic review aimed to describe the literature on health care–targeted virtual reality applications during the COVID-19 crisis. Methods We conducted a systematic search of the literature on the PsycINFO, Web of Science, and MEDLINE databases, according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. The search string was as follows: “[(virtual reality)] AND [(COVID-19) OR (coronavirus) OR (SARS-CoV-2) OR (healthcare)].” Papers published in English after December 2019 in peer-reviewed journals were selected and subjected to the inclusion and exclusion criteria. We used the Mixed Methods Appraisal Tool to assess the quality of studies and the risk of bias. Results Thirty-nine studies met the inclusion criteria. Seventeen studies showed the usefulness of virtual reality during the COVID-19 crisis for reducing stress, anxiety, depression, and pain, and promoting physical activity. Twenty-two studies revealed that virtual reality was a helpful learning and training tool during the COVID-19 crisis in several areas, including emergency medicine, nursing, and pediatrics. This technology was also used as an educational tool for increasing public understanding of the COVID-19 pandemic. Different levels of immersion (ie, immersive and desktop virtual reality), types of head-mounted displays (ie, PC-based, mobile, and standalone), and content (ie, 360° videos and photos, virtual environments, virtual reality video games, and embodied virtual agents) have been successfully used. Virtual reality was helpful in both face-to-face and remote trials. Conclusions Virtual reality has been applied frequently in medicine during the COVID-19 pandemic, with positive effects for treating several health conditions and for medical education and training. Some barriers need to be overcome for the broader adoption of virtual reality in the health care panorama. Trial Registration International Platform of Registered Systematic Review and Meta-analysis Protocols (INPLASY) INPLASY202190108; https://inplasy.com/inplasy-2021-9-0108/

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“…Consequently, the number of 360° 3D VR videos has been continuously increasing since the onset of the COVID-19 pandemic. [17][18][19][20]22,35 One of the major add-ons of 360° 3D VR videos is immersion, in this case the feeling of being in the OR. Immersion is crucial for VR applications in general.…”

Section: Surgical Trainingmentioning

confidence: 99%

“…If the microscope video is also embedded in the 360° video, the trainee can not only watch the microsurgical video, but also observe the surgeon's actions and interaction within the OR. Different surgical or procedural 360° videos have already been tested in various medical disciplines and setups [17][18][19][20][21] such as physical examination, 22 laparoscopic surgery 16,23 or gastrointestinal endoscopy. 24 With regard to surgical training, Yoganathan et al, for example, showed in a randomized controlled trial in 2018 that the acquisition of knot-tying skills in surgery residents was better with a 360° 3D VR video than with a 2D video.…”

mentioning

confidence: 99%

360° 3D virtual reality operative video for the training of residents in neurosurgery

Bruening

Truckenmueller

Stein

et al. 2022

Neurosurgical Focus

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OBJECTIVE Training of residents is an essential but time-consuming and costly task in the surgical disciplines. During the coronavirus disease 2019 pandemic, surgical education became even more challenging because of the reduced caseload due to the increased shift to corona care. In this context, augmented 360° 3D virtual reality (VR) videos of surgical procedures enable effective off-site training through virtual participation in the surgery. The goal of this study was to establish and evaluate 360° 3D VR operative videos for neurosurgical training. METHODS Using a 360° camera, the authors recorded three standard neurosurgical procedures: a lumbar discectomy, brain metastasis resection, and clipping of an aneurysm. Combined with the stereoscopic view of the surgical microscope, 7- to 10-minute 360° 3D VR videos augmented with annotations, overlays, and commentary were created. These videos were then presented to the neurosurgical residents at the authors’ institution using a head-mounted display. Before viewing the videos, the residents were asked to fill out a questionnaire indicating their VR experience and self-assessment of surgical skills regarding the specific procedure. After watching the videos, the residents completed another questionnaire to evaluate their quality and usefulness. The parameters were scaled with a 5-point Likert scale. RESULTS Twenty-two residents participated in this study. The mean years of experience of the participants in neurosurgery was 3.2 years, ranging from the 1st through the 7th year of training. Most participants (86.4%) had no or less than 15 minutes of VR experience. The overall quality of the videos was rated good to very good. Immersion, the feeling of being in the operating room, was high, and almost all participants (91%) stated that 360° VR videos provide a useful addition to the neurosurgical training. VR sickness was negligible in the cohort. CONCLUSIONS In this study, the authors demonstrated the feasibility and high acceptance of augmented 360° 3D VR videos in neurosurgical training. Augmentation of 360° videos with complementary and interactive content has the potential to effectively support trainees in acquiring conceptual knowledge. Further studies are necessary to investigate the effectiveness of their use in improving surgical skills.

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Using 360-degree video for teaching emergency medicine during and beyond the COVID-19 pandemic

Cited by 20 publications

References 35 publications

Beyond the Digital Competencies of Medical Students: Concerns over Integrating Data Science Basics into the Medical Curriculum

Beyond the Digital Competencies of Medical Students: Concerns over Integrating Data Science Basics into the Medical Curriculum

Virtual Reality Applications in Medicine During the COVID-19 Pandemic: Systematic Review

360° 3D virtual reality operative video for the training of residents in neurosurgery

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