scholarly journals A Feasibility Trial of HoloLens 2™; Using Mixed Reality Headsets to Deliver Remote Bedside Teaching During COVID-19

2021 ◽  
Author(s):  
Arun Sivananthan ◽  
Aurelien Gueroult ◽  
Geiske Zijlstra ◽  
Guy Martin ◽  
Aravindhan Baheerathan ◽  
...  
Keyword(s):  
Clinical Training ◽  
Mixed Reality ◽  
Clinical Teaching ◽  
Feasibility Trial ◽  
Bedside Teaching ◽  
Trainee Doctor ◽  
Risk Patients ◽  
Video And Audio ◽  
Audio Communication ◽  
Strongly Agree

Abstract Background COVID-19 has had a catastrophic impact measured in human lives. Medical education has also been impacted: appropriately stringent infection control policies have precluded medical trainees from attending clinical teaching. Lecture-based education has been easily transferred to a digital platform, but bedside teaching has not transitioned so well. The aim of this study was to assess the feasibility of using a mixed reality (MR) headset to deliver remote bedside teaching to trainee doctors during the COVID-19 pandemic.Methods Two MR sessions were led by senior specialty registrars (the clinical trainers) wearing the HoloLens™ headset. The trainers selected patients admitted with pathology requiring their specialist input; thus, the educational sessions were opportunistic. The headset allowed bi-directional video and audio communication between the trainer and trainee doctors during the consultation. Trainee doctor conceptions of bedside teaching, impact of COVID-19 on bedside teaching and technical success of the session was evaluated using pre- and post-round questionnaires using 1 (‘strongly disagree’ or ‘never’) to 7 (‘strongly agree’ or ‘always’) Likert scales and white space questions. Feedback on acceptability of the round was collected verbally from patients after each encounter. Data related to clinician exposure to at risk patients and use of PPE were also collected.Results Pre-questionnaire respondents (n=24) strongly agreed that bedside teaching is key to educating clinicians (7, IQR 6-7). It was also apparent that bedside teaching had become a rarity during COVID-19 (2, IQR 2-4). Session 1 feedback (n=6) was adversely affected by a loose microphone connection. With the issue rectified for session 2 (n=4), most respondents strongly agreed that they felt like they were physically present for the session (7, IQR 6.75-7). Mixed-reality versus in-person teaching led to a 79.5% reduction in cumulative clinician exposure time and 83.3% reduction in PPE use. Conclusions This study is proof of principle that HoloLens™ can be used effectively to deliver high-quality clinical bedside teaching. This novel format confers significant advantages in terms of: minimising exposure of trainees to COVID-19; saving PPE; enabling larger attendance; and convenient accessible real-time clinical training.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

Establishment of Primary Care Continuity Experiences in Community Pediatricians' Offices: Nuts and Bolts

PEDIATRICS ◽  
1993 ◽  
Vol 91 (6) ◽  
pp. 1185-1189
Author(s):  
Janice R. Sargent ◽  
Lucy M. Osborn ◽  
Kenneth B. Roberts ◽  
Thomas G. DeWitt
Keyword(s):  
Primary Care ◽  
Medical Education ◽  
Professional Education ◽  
Primary Care Physicians ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Tertiary Care ◽  
Ambulatory Training ◽  
Lengths Of Stay ◽  
Tertiary Care Centers

During the past 30 years, there has been an increasing awareness of the importance of ambulatory care training in medical education. The discrepancy between education and practice was pointed out in the General Professional Education Panel report that indicated training was based largely in hospital settings even though the vast majority of doctor-patient encounters do not result in hospitalization.1 Perkoff,2 noting changes in hospital care such as shorter lengths of stay, increased outpatient care, and the need for well-trained primary care physicians, stated that programs need to make a major effort to emphasize clinical teaching in outpatient settings. Recognizing the need for these changes, the Accreditation Council on Graduate Medical Education (ACGME) has increased dramatically the requirement in primary care specialties for clinical ambulatory training.3 For pediatrics, these requirements have progressed from the suggestion that clinical training should be obtained in outpatient clinics (1961) to requiring clinical training in primary care clinics weekly for 3 years (1985). The problems in providing good training in ambulatory settings have been well described.2-4 In comparison inpatient teaching, training students and residents in an outpatient clinic is inefficient and costly. One of the methods suggested to address these problems has been to move ambulatory training out of tertiary care centers to community sites.5-9 Many pediatric programs are now using community sites for at least a portion of resident education.10 Alpert et al10 and Greenberg et al,11 although encouraging the use of these sites to reduce the gap between pediatric education and the service delivery system, pointed out that there are no standards for use of community sites.

scholarly journals Bedside teaching: an invaluable tool in undergraduate medical education

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S154-S154
Author(s):  
Kenneth Ruddock
Keyword(s):  
Medical Education ◽  
Student Learning ◽  
Student Teaching ◽  
Undergraduate Medical Education ◽  
Course Design ◽  
Clinical Teaching ◽  
Bedside Teaching ◽  
Invaluable Tool ◽  
Cox's Model ◽  
Difficult Subjects

AimsBedside teaching is one of the most important modalities in medical education. Sir William Osler stated, “Medicine is learned by the bedside and not in the classroom”. Despite this, the use of bedside teaching in the undergraduate curriculum has been declining, potentially due to changes in course design, increasing clinical workloads and reducing inpatient numbers. In my role as a Clinical Teaching Fellow (CTF), I have aimed to maximise bedside teaching and promote it as the primary approach for student learning.MethodAs a CTF, I deliver teaching to students from the Universities of Glasgow and Edinburgh during their placements in NHS Lanarkshire. Weekly teaching is provided to groups of 2-4 students, with around 50% of sessions delivered ‘at the bedside’.Within psychiatry, there is a vast range of potential bedside teaching topics. Given the length of time required to conduct a full psychiatric history and mental state examination (MSE), teaching sessions instead focus on one specific component of the patient interview, for example, assessing perceptual abnormalities or delusions, conducting a substance use history or exploring social circumstances and the functional impact of illness. This approach allows for more focussed feedback and teaching. Session structure is based upon Cox's model of bedside teaching, which I have modified slightly for the psychiatry setting.Student feedback has been collected via an anonymous electronic end-of-block questionnaire.ResultQualitative feedback reveals that students in NHS Lanarkshire value bedside teaching, with one student describing it as “informative, comprehensive and relevant for upcoming exams and clinical practice”.There are a number of potential barriers to consider when delivering bedside teaching in psychiatry. These include issues identifying suitable patients who can provide informed consent to participate and the ethical concerns regarding exploring difficult subjects such as suicide risk assessment with patients for purely educational purposes.These issues can be overcome; in inpatient units, there is usually a small cohort of patients who are able to consent and engage in student teaching, and difficult subjects can alternatively be addressed during role-play or simulation sessions.ConclusionDespite its challenges, bedside teaching can be an enjoyable and rewarding approach in undergraduate medical education, with feedback revealing it is positively received in NHS Lanarkshire. By utilising Cox's model and focussing on specific aspects of MSE and history-taking, bedside teaching is more accessible and an invaluable tool for psychiatric teaching. Clinicians and educators are encouraged to keep the patient at the centre of student learning.

Abstract TP245: Feasibility of Mobile, Wearable Telestroke Devices

Stroke ◽  
2016 ◽  
Vol 47 (suppl_1) ◽  
Author(s):  
Steven Warach ◽  
Ben T King ◽  
Kristen V Chandler ◽  
Christopher Topel ◽  
Irene A Tabas ◽  
...  
Keyword(s):  
Visual Field ◽  
Field Testing ◽  
Field Of View ◽  
Visual Field Testing ◽  
Glass Technology ◽  
Technical Problems ◽  
Smart Glasses ◽  
Patient Interaction ◽  
Video And Audio ◽  
Strongly Agree

Background: Wearable technologies offer potential telestroke applications that are more mobile and potentially less expensive than traditional telemedicine carts. In an earlier, pilot phase of this research program the best performing software and hardware combination for transmission of encrypted video and audio streaming was selected for further testing. Method: We tested Vuzix M100 smart glasses device and Pristine EyeSight HIPAA-compliant video streaming services. The device wearers, emergency physicians, performed the NIHSS, and a remote vascular neurologist or neurology resident viewed the exam. Providers recorded their score and evaluated the functionality of the device with a standardized list of questions. Results: The device was assessed in 52 subjects. The providers wearing the device reported the device useful (Agree or Strongly Agree) in making an assessment in 79% of cases and that they could assess the patient well 90% of the time. However, the wearers also reported both distraction from and interference with patient interaction due to the device in 98% of cases evaluated. The viewers also reported finding the device useful in making an assessment of stroke symptoms in 79% of cases (a different set of 79% than the wearers), but in only 65% of cases did they Agree or Strongly Agree that they could assess the patient well. Viewers reported an inadequate field of view for visual field testing in 63% of cases. The inter-rater agreement between the wearer and viewer on the total NIHSS showed moderate agreement (κ = 0.45). Although the technology was easy to use in 92% of the assessments, technical problems (mainly connectivity lags) were reported by the wearer 46% of the time and by the viewer 31% of the time. The technology was rated inadequate for assessing patients in 1 case by the wearers and 3 cases by the viewers. Conclusion: Wearable smart glass technology is feasible in assessing stroke patients and shows promise as a telestroke solution, however interference with physician-patient interaction, limited field of view for visual field testing and connectivity glitches are perceived limitations.

Preservice Teacher Experiences Implementing Classroom Management Practices Through Mixed-Reality Simulations

2019 ◽  
Vol 38 (2) ◽  
pp. 79-94 ◽  
Author(s):  
Melissa E. Hudson ◽  
Karen S. Voytecki ◽  
Tosha L. Owens ◽  
Guili Zhang
Keyword(s):  
Classroom Management ◽  
Management Practices ◽  
Mixed Reality ◽  
Video Camera ◽  
Severe Disabilities ◽  
Academic Program ◽  
Teacher Experiences ◽  
Management Ability ◽  
Virtual Simulations ◽  
Strongly Agree

The effects of mixed-reality teaching experiences on participants’ perceptions of their classroom management ability are evaluated using a mixed-methods design. Mursion, a technology that enables virtual simulations, is used. Participants include 29 undergraduates pursuing a degree in special education for learners with mild or moderate/severe disabilities enrolled in a university-level course focused on developing skills in managing the learning environment. Participants teach three different scenarios in the Mursion lab over the semester and complete a 21-statement survey using a 5-point Likert-type scale (i.e., strongly agree–strongly disagree) and reflect about their experience into a video camera. Results indicate that some participant perceptions changed over time because of the Mursion experiences and that the academic program being pursued made no difference in the participants’ Mursion experience. Implications for practice with a focus on rural education and limitations of the study are also discussed.

scholarly journals THE EFFECT OF CLINICAL TEACHING METHOD AND LEARNING STYLE ON CLINICAL NURSING LEARNING OUTCOMES

2019 ◽  
Vol 8 (2) ◽  
pp. 108-114
Author(s):  
Ida Zuhroidah ◽  
Nurul Huda ◽  
Bagus Dwi Cahyono
Keyword(s):  
Clinical Practice ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Learning Outcome ◽  
Bedside Teaching ◽  
Clinical Nursing

Background: Nursing Academy of Pasuruan has used problem solving method for learning clinical nursing practice. However, there is obstacle in the implementation of the method due to wide variation in implementing the method among field instructors. Theoretically, bedside teaching method can be used for learning activities to improve learning outcomes. Theoretically, students' learning style is associated with learning outcomes.Objective: This study aimed to examine the effect of clinical bedside teaching method and learning style of students on clinical practice outcome among nursing students at the Academy of Nursing.Method: The research method used Quasi-Experimental. The population source was students at the Academy of Nursing, Pasuruan. A sample of 80 students were selected by simple random sampling. Problem solving was used as a comparison method. The data were collected using standard questionnaires, and analyzed by multiple linear regression model.Result: Results indicated that bedside teaching resulted in higher clinical nursing learning outcome than problem solving method (b = 3.5, p < 0.001, CI 95% 2.6 to 4.4). There was no statistically significant effect of learning styles on learning outcomes of nursing clinical practice (p > 0.05).Conclusion: This study concludes that bedside teaching method results in better clinical nursing learning outcome than problem solving method. It is recommended that all faculty members use bedside teaching as the learning strategy to improve learning outcomes in clinical practice. Key words: Bedside Teaching, Problem Solving, Learning Styles, Clinical Practical Learning Outcomes.

scholarly journals Barriers to Communication Skills Assessment and Ways to Overcome Them

2021 ◽  
Vol 1 (3) ◽  
pp. 122-123
Author(s):  
E. Yu. Vasilieva
Keyword(s):  
Communication Skills ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Skills Training ◽  
Skills Assessment ◽  
Formal Training ◽  
Communication Skills Training ◽  
Barriers To Communication ◽  
Barriers To Teaching

Teaching and assessing communication skills requires different approaches from clinical teaching. The challenge is to transform formal training in these skills into a systematic and purposefully organized, organically integrate communication skills training with clinical training. The article discusses barriers to teaching communication skills and ways to overcome them. Possible ways to standardize training and assessment of communication skills and their integration into existing curricula are shown.

scholarly journals Attitudes of teaching faculty towards clinical teaching of medical students in an emergency department of a teaching institution in Singapore during the COVID-19 pandemic

2021 ◽  
Vol 6 (3) ◽  
pp. 67-74
Author(s):  
Tess Lin Teo ◽  
Jia Hao Lim ◽  
Choon Peng Jeremy Wee ◽  
Evelyn Wong
Keyword(s):  
Medical Students ◽  
Clinical Education ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Faculty Attitudes ◽  
Clinical Teachers ◽  
Risk Environments ◽  
Tertiary Teaching ◽  
Tertiary Teaching Hospital ◽  
Teaching Faculty

Introduction: Singapore experienced the COVID-19 outbreak from January 2020 and Emergency Departments (ED) were at the forefront of healthcare activity during this time. Medical students who were attached to the EDs had their clinical training affected. Methods: We surveyed teaching faculty in a tertiary teaching hospital in Singapore to assess if they would consider delivering clinical teaching to medical students during the outbreak and conducted a thematic analysis of their responses. Results: 53.6% felt that medical students should not undergo clinical teaching in the ED and 60.7% did not wish to teach medical students during the outbreak. Three themes arose during the analysis of the data - Cognitive Overload of Clinical Teachers, Prioritisation of Clinical Staff Welfare versus Medical Students, and Risk of Viral Exposure versus Clinical Education. Conclusion(s): During a pandemic, a balance needs to be sought between clinical service and education, and faculty attitudes towards teaching in high-risk environments can shift their priorities in favour of providing the former over the latter.

scholarly journals Metode Pembelajaran Peer Assisted Learning pada Praktikum Anatomi

2015 ◽  
Vol 4 (2) ◽  
pp. 58
Author(s):  
Saharnauli J. Verawaty Simorangkir
Keyword(s):  
Treatment Group ◽  
Research Method ◽  
Clinical Teaching ◽  
Control Group ◽  
Learning Method ◽  
Peer Assisted Learning ◽  
Aged Group ◽  
Post Test ◽  
Strongly Agree ◽  
Anatomy Lab

Background: Peer Assisted Learning is an active discussion and cooperative learning method within the framework of a partnership in the peer-aged group with the formal structures of the course. PAL is widely seen to be actualised in two modes of operational implementation, which is refer to as “horizontal” and “vertical” peer support. Vertical method was chosen for this research. Method: This research was used causal-comparative design. Tutees for this research was the students of Faculty of Medicine Universitas HKBP Nommensen from batch 2013 who were undergoing block Respiratory System. Tutees were divided into two groups : 24 students in the control group and 25 students in the treatment group. Both of these group consisted of five tutorial groups in which each group consisted of 4-5 students. Whereas the tutor for the treatment group was 5 students from batch 2011. Pre-test and post-test was given to all of the tutees. This research used a questionnaire modified from Clinical Teaching Preference Questionnaire (CTPQ). Results: Pre-test and post-test was analyzed using dependent T-test and Wilcoxon, and the result showed that there were significant enhancement for both of group (p ˂ 0,05). The result from CTPQ indicated most of the students strongly agree that this method was very helpfull in anatomy lab (4,40 ± 0,96). Conclusion: PAL method provided many benefits in learning process including improved social interaction between students and independence in learning.

Sign in / Sign up

Export Citation Format

Share Document