背景:与真实患者相遇期间的临床教学是医学教育的核心。使用MicrosoftHoloLens2(HL2)的混合现实(MR)具有解决几个挑战的潜力:包括实现远程学习;降低感染控制风险;促进更多的医学专业访问;通过将基本原理垂直整合到临床应用来增强学习能力。我们旨在评估MR在繁忙的教学中使用HL2的可行性和可用性,三级转诊大学医院。
方法:这项前瞻性观察性研究检查了HL2的使用,以促进临床医生与患者相遇的实时双向广播,偏远的第三和四年级医学生。系统可用性量表(SUS)分数来自参与的医学生,临床医生,和技术员。参与的患者也反馈。技术增强学习材料的改进评估:医学生和患者完成了学习者感知问卷(mETELM)。
结果:这是一种混合方法,观察性研究,在手术日评估小组中进行。47名医学生参加了会议。医学生的SUS平均得分为71.4(SD15.4),临床医生(SUS=75)和技术人员(SUS=70)表明良好的可用性。使用7点李克特量表的mETELM问卷表明,MR被认为比PowerPoint演示文稿更有益(中位数=7,范围6-7)。学生队列中的意见是关于MR教程是否与现场患者相遇一样有益于学习(中位数=5,范围3-6)。学生对将MR纳入未来教程的前景持积极态度(中位数=7,范围5-7)。患者的mETELM结果表明HL2不影响与临床医生的沟通(中位数=7,范围7-7)。MR教程优于基于床边小组教学的格式(中位数=6,范围4-7)。
结论:我们的研究结果表明,使用HL2的MR教学显示出良好的可用性特征,至少在临床环境和与我们研究相似的条件下,为医学生提供教育。此外,向远程学生提供服务是可行的,尽管某些实际限制适用,包括Wi-Fi和音频质量。
BACKGROUND: Clinical teaching during encounters with real patients lies at the heart of medical education. Mixed reality (MR) using a Microsoft HoloLens 2 (HL2) offers the potential to address several challenges: including enabling remote learning; decreasing infection control risks; facilitating greater access to medical specialties; and enhancing learning by vertical integration of basic principles to clinical application. We aimed to assess the feasibility and usability of MR using the HL2 for teaching in a busy, tertiary referral university hospital.
METHODS: This prospective observational study examined the use of the HL2 to facilitate a live two-way broadcast of a clinician-patient encounter, to remotely situated third and fourth year medical students. System Usability Scale (SUS) Scores were elicited from participating medical students, clinician, and technician. Feedback was also elicited from participating patients. A modified Evaluation of Technology-Enhanced Learning Materials: Learner Perceptions Questionnaire (mETELM) was completed by medical students and patients.
RESULTS: This was a mixed methods prospective, observational study, undertaken in the Day of Surgery Assessment Unit. Forty-seven medical students participated. The mean SUS score for medical students was 71.4 (SD 15.4), clinician (SUS = 75) and technician (SUS = 70) indicating good usability. The mETELM Questionnaire using a 7-point Likert Scale demonstrated MR was perceived to be more beneficial than a PowerPoint presentation (Median = 7, Range 6-7). Opinion amongst the student cohort was divided as to whether the MR tutorial was as beneficial for learning as a live patient encounter would have been (Median = 5, Range 3-6). Students were positive about the prospect of incorporating of MR in future tutorials (Median = 7, Range 5-7). The patients\' mETELM results indicate the HL2 did not affect communication with the clinician (Median = 7, Range 7-7). The MR tutorial was preferred to a format based on small group teaching at the bedside (Median = 6, Range 4-7).
CONCLUSIONS: Our study findings indicate that MR teaching using the HL2 demonstrates good usability characteristics for providing education to medical students at least in a clinical setting and under conditions similar to those of our study. Also, it is feasible to deliver to remotely located students, although certain practical constraints apply including Wi-Fi and audio quality.