768 Exploring the Use of the HoloLens2 as a Tool in a Clinical Skills OSCE

Abstract

Abstract Aim We explored the impact of examiners using mixed-reality headset (HoloLens2) on student performance/wellbeing, examination logistics, marking accuracy and examiner availability during a formative clinical skills OSCE. Method 24 final-year medical students from Singapore were tested on clinical skills including catheterisation, suturing and arterial blood gas sampling. The first station had two in-person examiners, the second had an examiner using the HoloLens2 to live-stream footage to a remote examiner, the third had an examiner using the headset to view a virtual mark scheme. Quantitative and qualitative data were obtained using questionnaires and semi-structured debriefs. Results Qualitative data was analysed thematically, with impacts on examination implementation, student/examiner wellbeing and marking ability emerging as key themes that were discussed in depth. 83% of students denied any impact of the HoloLens2 on their performance and 75% denied experiencing any distractions. However, correctable technical challenges were highlighted by 75% of examiners, such as difficulty visualising finer details of suturing remotely. Despite this, all examiners felt this was an acceptable mode of examination and would improve their availability to examine. Conclusions This evaluation served as a useful pilot of how the HoloLens2 may be used for remote examination and virtual marking in OSCEs. Examiners and students highlighted the value of this technology on examiner availability, student wellbeing and potential use for external examiners to monitor each station remotely. The main limitations lie with technological issues impacting on implementation, making this currently unsuitable for high-stakes assessment. However, it poses significant advantages for formative assessment in medical education.