Interactive 360-degree Videos for Teaching Gut Endoscopy to Undergraduate Medical Students
Interactive 360-degree Videos for Teaching Gastrointestinal Endoscopy to Undergraduate Medical Students: a Randomized-controlled Cross-over Study
The study is a randomized-controlled cross-over study to evaluate the impact of integrating simulation-based teaching for gastrointestinal endoscopy for medical students. It will establish a novel pedagogy for teaching in a wide array of disciplines in healthcare settings. Building on an innovative virtual teaching platform, investigators will design interactive, immersive 360 virtual reality videos on Video-Vox with a facilitated structured debriefing platform in endoscopy teaching. In medical teaching, clinical exposure is indispensable to students' learning process. However, some premises are not easily accessible, such as operating theatres and endoscopy suites. By using 360 virtual reality technology, participants can be immersed in online screen-based learning in health situations that are difficult to visit in the real world.
The evident advantages of this technology will pave the way to novel approaches to medical education and training. Other real-life clinical settings, such as resuscitation scene in wards, surgical procedures in operation theatres, patient care in intensive care units, can adopt similar teaching platforms for the learner to get a 'first-hand' experience of the situation. The learning process is further reinforced by time-stamps and inquiry-based debriefing. This project will set a springboard for innovative pedagogy for undergraduate teaching in the medical curriculum.
調査の概要
詳細な説明
The study would be conducted at the Li Ka Shing Faculty of Medicine, University of Hong Kong (HKU), Hong Kong, China. Second year students were recruited from the HKU's 6-year Bachelor of Medicine and Bachelor of Surgery (MBBS) program, with a cohort size ranging from 250-300 each year at the time this study. The first two years of this program comprise of predominately pre-clinical teaching and is followed by clinical teaching in subsequent years. GI endoscopy teaching for 2nd year students was revised in 2021 to include a lecture and on-site visit to an vacant endoscopy suite without demonstrating actual clinical procedures, to align with the Faculty's initiative for early clinical exposure.
Novice learners will be randomly divided into two groups in a 1:1 ratio. One group received simulation first, followed by conventional teaching (SIM-first); while the other received conventional teaching first, followed by simulation (CON-first). Three domains were assessed to evaluate the effectiveness of the interventions: perceived clinical competency, simulation effectiveness, and student satisfaction. These domains will be assessed after each teaching activity.
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Hong Kong、中国
- The University of Hong Kong
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参加基準
適格基準
就学可能な年齢
- 大人
- 高齢者
健康ボランティアの受け入れ
説明
Inclusion Criteria:
- MBBS Year 2 students in the administering institution
- voluntary participation
Exclusion Criteria:
- none
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：他の
- 割り当て：ランダム化
- 介入モデル：クロスオーバー割り当て
- マスキング：独身
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
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アクティブコンパレータ：SIM-first
Students who receive simulation first, followed by conventional teaching
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A series of 360-degree videos were produced to simulate first-hand experience of the endoscopy room.
The videos aimed to replicate authentic situations for clinical decision making.
Segments of actual endoscopic procedures conducted in the endoscopic suite at Queen Mary Hospital, Hong Kong, were filmed with a 360-degree camera.
Additional footages were filmed with surrogate patients and healthcare professionals to demonstrate the common communication errors and pitfalls that may occur while obtaining consent and conducting the time-out process.
For the post-recording editing, views showing endoluminal appearances captured during the procedure were magnified.
The vital signs monitor display was highlighted to indicate clinical deterioration.
The viewer can pause the video at any time and can manipulate the viewing angle to examine all directions of the endoscopy room.
Guiding questions and prompts were integrated within the videos, and were configured to appear at specific time points.
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プラセボコンパレーター：CON-first
Students who receive conventional teaching first, followed by simulation
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Participants attended a 60-minute lecture that provided an overview of the different types of GI endoscopy and their indications, as well as common complications and the steps taken to minimize their occurrence.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Self-efficacy by Clinical Competence Questionnaire
時間枠：Baseline, Day 2, Day 3
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Clinical Competency Questionnaire (CCQ) consists of 5 items of a 10-item 5-point Likert scale (5 = strongly agree, 4 = somewhat agree, 3 = neutral, 2 = somewhat disagree, 1 = strongly disagree).
For each question, the minimum score is 0, the maximum score is 5.
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Baseline, Day 2, Day 3
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Simulation effectiveness
時間枠：Day 2 or Day 3
|
The Simulation Effectiveness Tool - Modified (SET-M) is a 19-item instrument rated on a 3-point Likert scale (3 = strongly agree, 2 = somewhat agree, 1 = do not agree).
For each item, the minimum score is 1, the maximum score is 3.
The questionnaire comprises four subscales: pre-briefing, learning, confidence and debriefing.
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Day 2 or Day 3
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Student satisfaction
時間枠：Day 2, Day 3
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Participants will be invited to complete a short questionnaire assessing (i) their level of enjoyment and (ii) perceived improvement in knowledge acquisition and recall.
These two items were rated using a 5-point Likert scale (5 = strongly agree, 4 = somewhat agree, 3 = neutral, 2 = somewhat disagree, 1 = strongly disagree).
For each question, the minimum score is 1, the maximum score is 5.
In addition, participants will be invited to give free-text response to identify their favorite aspect of the simulation training as well as areas of improvement.
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Day 2, Day 3
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協力者と研究者
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
IPD プランの説明
IPD 共有時間枠
IPD 共有アクセス基準
IPD 共有サポート情報タイプ
- STUDY_PROTOCOL
- SAP
- ICF
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
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