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Bala L, Kinross J, Martin G, et al. A remote access mixed reality teaching ward round. Clin Teach. 2021;18(4):386-390doi: 10.1111/tct.13338.
Bala, L., Kinross, J., Martin, G., Koizia, L. J., Kooner, A. S., Shimshon, G. J., Hurkxkens, T. J., Pratt, P. J., & Sam, A. H. (2021). A remote access mixed reality teaching ward round. The clinical teacher, 18(4), 386-390. https://doi.org/10.1111/tct.13338
Bala, Laksha, et al. "A remote access mixed reality teaching ward round." The clinical teacher vol. 18,4 (2021): 386-390. doi: https://doi.org/10.1111/tct.13338
Bala L, Kinross J, Martin G, Koizia LJ, Kooner AS, Shimshon GJ, Hurkxkens TJ, Pratt PJ, Sam AH. A remote access mixed reality teaching ward round. Clin Teach. 2021 Aug;18(4):386-390. doi: 10.1111/tct.13338. Epub 2021 Mar 30. PMID: 33786988.
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Clin Teach. 2021 Aug;18(4):386-390. doi: 10.1111/tct.13338. Epub 2021 Mar 30.

A remote access mixed reality teaching ward round.

The clinical teacher

Laksha Bala, James Kinross, Guy Martin, Louis J Koizia, Angad S Kooner, Gideon J Shimshon, Thomas J Hurkxkens, Philip J Pratt, Amir H Sam

Affiliations

  1. Imperial College School of Medicine, Imperial College London, London, UK.
  2. Department of Surgery and Cancer, Imperial College London, London, UK.
  3. Cutrale Perioperative and Ageing Group, Imperial College London, London, UK.
  4. Imperial College Healthcare NHS Trust, London, UK.
  5. Digital Learning Hub, Imperial College London, London, UK.
  6. Helix Centre, Imperial College London, London, UK.

PMID: 33786988 DOI: 10.1111/tct.13338

Abstract

BACKGROUND: Heterogeneous access to clinical learning opportunities and inconsistency in teaching is a common source of dissatisfaction among medical students. This was exacerbated during the COVID-19 pandemic, with limited exposure to patients for clinical teaching.

METHODS: We conducted a proof-of-concept study at a London teaching hospital using mixed reality (MR) technology (HoloLens2™) to deliver a remote access teaching ward round.

RESULTS: Students unanimously agreed that use of this technology was enjoyable and provided teaching that was otherwise inaccessible. The majority of participants gave positive feedback on the MR (holographic) content used (n = 8 out of 11) and agreed they could interact with and have their questions answered by the clinician leading the ward round (n = 9). Quantitative and free text feedback from students, patients and faculty members demonstrated that this is a feasible, acceptable and effective method for delivery of clinical education.

DISCUSSION: We have used this technology in a novel way to transform the delivery of medical education and enable consistent access to high-quality teaching. This can now be integrated across the curriculum and will include remote access to specialist clinics and surgery. A library of bespoke MR educational resources will be created for future generations of medical students and doctors to use on an international scale.

© 2021 The Authors. The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

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