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Mixed Reality as a Teaching Tool for Medical Students in Neurosurgery.

ABSTRACT: Background and Objectives: Simulation-based learning within neurosurgery provides valuable and realistic educational experiences in a safe environment, enhancing the current teaching model. Mixed reality (MR) simulation can deliver a highly immersive experience through head-mounted displays and has become one of the most promising teaching tools in medical education. We aimed to identify whether an MR neurosurgical simulation module within the setting of an undergraduate neurosurgical hands-on course could improve the satisfaction of medical students. Materials and Methods: The quasi-experimental study with 223 medical students [120 in the conventional group (CG) and 103 in the MR-group (MRG)] was conducted at the University Hospital Münster, Münster, Germany. An MR simulation module was presented to the intervention group during an undergraduate neurosurgical hands-on course. Images of a skull fracture were reconstructed into 3D formats compatible with the MR-Viewer (Brainlab, Munich, Germany). Participants could interact virtually with the model and plan a surgical strategy using Magic Leap goggles. The experience was assessed by rating the course on a visual analog scale ranging from 1 (very poor) to 100 (very good) and an additional Likert-scale questionnaire. Results: The satisfaction score for CG and MRG were 89.3 ± 13.3 and 94.2 ± 7.5, respectively. The Wilcoxon rank-sum test showed that MR users (Mdn = 97.0, IQR = 4, n = 103) were significantly more satisfied than CG users (Mdn = 93.0, IQR = 10, n = 120; ln(W) = 8.99, p < 0.001) with moderate effect size (r^biserial = 0.30, CI95 [0.15, 0.43]), thus indicating that the utilization of MR-simulation is associated with greater satisfaction. Conclusions: This study reports a positive response from medical students towards MR as an educational tool. Feedback from the medical students encourages the adoption of disruptive technologies into medical school curricula.

SUBMITTER: Silvero Isidre A

PROVIDER: S-EPMC10608296 | biostudies-literature | 2023 Sep

REPOSITORIES: biostudies-literature

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Mixed Reality as a Teaching Tool for Medical Students in Neurosurgery.

Silvero Isidre Arturo A Friederichs Hendrik H Müther Michael M Gallus Marco M Stummer Walter W Holling Markus M

Medicina (Kaunas, Lithuania) 20230926 10

<i>Background and Objectives</i>: Simulation-based learning within neurosurgery provides valuable and realistic educational experiences in a safe environment, enhancing the current teaching model. Mixed reality (MR) simulation can deliver a highly immersive experience through head-mounted displays and has become one of the most promising teaching tools in medical education. We aimed to identify whether an MR neurosurgical simulation module within the setting of an undergraduate neurosurgical han ...[more]

PMID: 37893438

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Project description:BackgroundCost-effective methods to facilitate practical medical education are in high demand and the "mixed-reality" (MR) technology seems suitable to provide students with instructions when learning a new practical task. To evaluate a step-by-step mixed reality (MR) guidance system for instructing a practical medical procedure, we conducted a randomized, single-blinded prospective trial on medical students learning bladder catheter placement.MethodsWe enrolled 164 medical students. Students were randomized into 2 groups and received instructions on how to perform bladder catheter placement on a male catheterization training model. One group (107 students) were given their instructions by an instructor, while the other group (57 students) were instructed via an MR guidance system using a Microsoft HoloLens. Both groups did hands on training. A standardized questionnaire covering previous knowledge, interest in modern technologies and a self-evaluation was filled out. In addition, students were asked to evaluate the system's usability. We assessed both groups's learning outcome via a standardized OSCE (objective structured clinical examination).ResultsOur evaluation of the learning outcome revealed an average point value of 19.96 ± 2,42 for the control group and 21.49 ± 2.27 for the MR group - the MR group's result was significantly better (p = 0.00). The self-evaluations revealed no difference between groups, however, the control group gave higher ratings when evaluating the quality of instructions. The MR system's assessment showed less usability, with a cumulative SUS (system usability scale) score of 56.6 (lower half) as well as a cumulative score of 24.2 ± 7.3 (n = 52) out of 100 in the NASA task load index.ConclusionsMR is a promising tool for instructing practical skills, and has the potential to enable superior learning outcomes. Advances in MR technology are necessary to improve the usability of current systems.Trial registrationGerman Clinical Trial Register ID: DRKS00013186.

Project description:ObjectiveOnline teaching has been confirmed as an effective method for maintaining educational quality in many courses. However, it remains unclear whether the teaching effectiveness of face-to-face teaching can be achieved in neurosurgery clinical courses. In this study, we aim to analyze the effect of online teaching on neurosurgery by comparing it with traditional face-to-face teaching and investigating the students' willingness to engage with online teaching, as well as their evaluations of this mode of teaching.MethodsWe randomly selected three classes of fourth year medical students who received online teaching and three classes of fourth year medical students who received face-to-face teaching. After completing the neurosurgery curriculum, the study examined the differences between the two groups in terms of satisfaction with the course, theoretical knowledge, and clinical practice abilities, which included medical history inquiry, physical examination, diagnosis, and treatment. In the online teaching setting, a survey was conducted to assess the students' willingness to accept online teaching and to identify its shortcomings.ResultsThe self-evaluation items included learning motivation, learning more targeted and more interestingly, clinical thinking ability, clinician-patient communication skills, and teamwork skills. All of these aspects were significantly better in the face-to-face group compared to the online group. Each item's score for clinical practice abilities in the face-to-face group was notably higher than that of the online group. Students' satisfaction with and evaluation of the effectiveness of online teaching were lower than those of face-to-face teaching. The primary drawback of online teaching is the lack of a traditional classroom atmosphere, followed by limited interaction with teachers and classmates.ConclusionsThe face-to-face group had better self-evaluation and clinical practice abilities than the online group. Additionally, students expressed a preference for face-to-face teaching of neurosurgery clinical courses. The absence of a traditional classroom atmosphere is the main drawback of online teaching. Therefore, online teaching cannot completely replace traditional face-to-face teaching in neurosurgery clinical courses.

Project description:ObjectivesTo evaluate the impact and transferability of a novel teaching method on virtual communication skills for final year medical students.DesignMixed-methods, interventional before-and-after study.SettingNHS Lanarkshire, Scotland.Participants21 final year medical students on their obstetrics and gynaecology (O&G) placement from September to December 2020.InterventionsA two-part teaching session on virtual communication skills.Main outcome measuresSelf-reported confidence in conducting consultations preteaching and post-teaching, exposure to virtual consultations, usefulness of teaching and transferability to primary care. Data were collected using preteaching and post-teaching evaluation tools and an online survey.ResultsOf 21 participants, 1 student did not attend the second session so was excluded from post-teaching evaluation results and the online survey. Preteaching results were collected from 21 participants and post-teaching results from 20. Mean confidence scores increased across all domains post-teaching. Mean confidence in opening the consultation increased from 2.67 (95% CI 2.21 to 3.13) to 4.70 (95% CI 4.50 to 4.90); history-taking from 3.38 (95% CI 3.07 to 3.69) to 4.45 (95% CI 4.19 to 4.71); decision-making and forming a management plan from 2.62 (95% CI 2.28 to 2.96) to 3.90 (95% CI 3.66 to 4.14) and closing the consultation from 2.81 (95% CI 2.45 to 3.17) to 4.60 (95% CI 4.38 to 4.81). There was no change in exposure to virtual consultations during O&G placement. 16 (80%) participants responded to the online survey; 14 (87.5%) rated the sessions 'very useful' and all 16 considered them worthwhile continuing. 12 (75%) had the opportunity to practise virtual consultations on general practitioner, mostly via telephone.ConclusionsWe found that teaching students virtual consultation skills improved short term confidence and were transferable to primary care placements. Future research is suggested to assess this teaching model following adaptation and incorporation into medical education and training across specialties and grades. It would be useful to evaluate the impact on competence post intervention through observed skills.

Project description:PhenomenonResearch literacy remains important for equipping clinicians with the analytical skills to tackle an ever-evolving medical landscape and maintain an evidence-based approach when treating patients. While the role of research in medical education has been justified and established, the nuances involving modes of instruction and relevant outcomes for students have yet to be analyzed. Institutions acknowledge an increasing need to dedicate time and resources towards educating medical undergraduates on research but have individually implemented different pedagogies over differing lengths of time.ApproachWhile individual studies have evaluated the efficacy of these curricula, the evaluations of educational methods and curriculum design have not been reviewed systematically. This study thereby aims to perform a systematic review of studies incorporating research into the undergraduate medical curriculum, to provide insights on various pedagogies utilized to educate medical students on research.FindingsStudies predominantly described two major components of research curricula-(1) imparting basic research skills and the (2) longitudinal application of research skills. Studies were assessed according to the 4-level Kirkpatrick model for evaluation. Programs that spanned minimally an academic year had the greatest proportion of level 3 outcomes (50%). One study observed a level 4 outcome by assessing the post-intervention effects on participants. Studies primarily highlighted a shortage of time (53%), resulting in inadequate coverage of content.InsightsThis study highlighted the value in long-term programs that support students in acquiring research skills, by providing appropriate mentors, resources, and guidance to facilitate their learning. The Dreyfus model of skill acquisition underscored the importance of tailoring educational interventions to allow students with varying experience to develop their skills. There is still room for further investigation of multiple factors such as duration of intervention, student voluntariness, and participants' prior research experience. Nevertheless, it stands that mentoring is a crucial aspect of curricula that has allowed studies to achieve level 3 Kirkpatrick outcomes and engender enduring changes in students.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-020-01183-w.

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Mixed Reality as a Teaching Tool for Medical Students in Neurosurgery.

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Mixed Reality as a Teaching Tool for Medical Students in Neurosurgery.

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