Using POV Wearable Technology as a Tool in Virtual Teaching Sessions to Supplement Clinical Skills Training: a Medical Student Perspective

Abstract

The COVID-19 pandemic has led to many undergraduate medical programs shifting their preclinical curricula online— reducing access to clinical skills sessions and ultimately causing gaps in students’ knowledge. This study sought to better understand the impact and role of virtual clinical skills training sessions, using point-of-view (POV) livestreaming wearable technology, in supplementing medical students’ learning. 38 University of Ottawa medical students were recruited to participate in a 1.5-hour virtual clinical teaching session. An abdominal physical examination was broadcasted through two views (chest-mounted smartphone, room overview). Participants completed pre- and post-event questionnaires on their overall impression, satisfaction/challenges, and platform efficacy compared to other learning modalities. Improvements were noted in participants’ perspectives towards event engagement (p=0.042, Cohen’s d=0.48), comparability to in-person encounters (p=<0.001, Cohen’s d=0.75), and confidence performing a physical exam (p=<0.001, Cohen’s d=1.35). Participants found events were relevant to curriculum objectives (4.55±0.69), engaging and interactive (4.50±0.65), and reported good visualization (4.61±0.59). All participants were interested in attending a subsequent event. Virtual clinical skill teaching sessions using POV technology were enjoyable and helpful in combating current COVID-related gaps in medical education, adding to the growing literature on the beneficial role of innovative virtual learning opportunities within the medical school curricula. Future research should look to evaluate the use of POV wearable technology in settings beyond the classroom.

Keywords

• medical students
• medical education
• virtual learning
• clinical skills
• point-of-view
• wearable technology