Wearable point-of-view live streaming technology in a virtual airway management workshop for medical students

Abstract

Background: Trauma resuscitation skills are an essential part of medical training. Airway management skills are often learned via simulation-based training, but physical distancing restrictions have forced medical schools to transition their preclinical curricula to a virtual format. A wearable, point-of-view (POV), live streaming tool was piloted in a virtual airway management workshop to preclinical medical students to address limitations in the standard online curriculum. Methods: An anesthesiologist instructor donned a chest-mounted smartphone that captured POV video as it was connected to a Zoom video conference call. Simultaneously, a second camera view from a different angle was streamed from a laptop webcam. Preclinical medical student attendees watched the facilitator demonstrate airway management and resuscitation skills on a simulation mannequin. Student perceptions of the workshop were assessed via standardised course evaluations administered through the online student portal and a questionnaire distributed by the course representative. Results: Qualitative and quantitative course evaluation data showed that although this platform may not completely substitute in-person learning, students appreciated the alternative teaching style, particularly the use of POV video and multiple camera views. Generally, students believed that the learning objectives were achieved. Camera stability, camera positioning, and the distracting nature of the virtual student-instructor interactions were identified as areas for improvement. Conclusions: Moving forward, this innovative workshop format can act as a valuable framework for other institutions that wish to bridge gaps in current virtual education methods and enhance technical skills training in medical learners.

Technology-Enhanced Learning in Medical Education Collection: Latest Developments

“…To date, the Technology-Enhanced Learning in Medical Education collection, part of MedEdPublish , has received submissions relating to several technologies to support learning, including web conferencing, web 2.0, e-textbooks, e-portfolios, software, generative artificial intelligence, simulation mannequins and wearables for point-of-view video, often in combination. Learning designs included flipped classroom with interactive case discussions ( Imran et al ., 2022 ), e-portfolios ( Javed et al ., 2023 ), didactic teaching followed by demonstrations of clinical skills on a simulation mannequin ( Zwaiman et al ., 2023 ), interdisciplinary case discussions to promote interprofessional learning ( Major et al ., 2023 ), patient panels to share narratives and perspectives ( Papanagnou et al ., 2023 ), and team-based learning ( Lee & Wong, 2023 ). In the four papers that included evaluation, participant reaction (feedback on learning activities) and/or learning (self-reported through surveys, with pre- vs post-training comparisons or at different timepoints during learning) were reported, corresponding to levels 1 and 2 of the commonly used outcomes-focused Kirkpatrick model of evaluation ( Allen et al ., 2022 ).…”

“…There is increasing interest in the potential for wearable technology (wearables) in education, including head-mounted virtual or augmented reality headsets or smart glasses, upper limb-mounted devices such as smart watches or gloves, or mobile phones attached to the body ( Almusawi et al ., 2021 ). Aligning with this last approach, Zwaiman and colleagues (2023) provide a preliminary evaluation of web conferencing for demonstrating airway management and resuscitation skills on a simulation mannequin using wearable technology (a chest-mounted smartphone) to provide facilitator viewpoint simultaneously with a laptop webcam for mid-distance observer viewpoint to second-year medical students in Canada for distance learning necessitated by the COVID-19 pandemic. The single one-hour web conference was attended by 268 students and run by three facilitators, one with the chest-mounted smartphone demonstrating clinical procedures, one monitoring zoom chat, and one to provide technical and equipment support.…”

“…Themes from open-response feedback included appreciation of the dual first-person facilitator and observer viewpoints, some issues with camera instability and positioning (but zoom chat feedback enabled rapid correction of the latter), and requests for greater interactivity and each demonstration to be linked to a clinical scenario. This approach enabled time-efficient demonstration of clinical skills to hundreds of students in an emergency remote teaching circumstance, but students and the authors agreed that this cannot replace in-person skills training, which would normally involve 6–8 students per mannequin practicing skills under supervision of one facilitator in a simulation centre ( Zwaiman et al ., 2023 ).…”