Abstract
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
Highlights
Cost-effective methods to facilitate practical medical education are in high demand and the “mixedreality” (MR) technology seems suitable to provide students with instructions when learning a new practical task
[9] There have been no randomized studies benefiting from the application of MR technology for practical medical education til and while it is generally agreed that MR has strong potential as a useful teaching tool for medical trainees, the scientific evidence is lacking
While participating in the urological rotation is mandatory for medical students who have passed the theoretical exam in urology after attending a lecture series, neither inclusion nor performing in this study was associated with their regular curriculum
Summary
Cost-effective methods to facilitate practical medical education are in high demand and the “mixedreality” (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. For the training of practical skills, an MR system seems most suitable to provide students with instructions when learning skills on a training model or performing a practical task for the first time in a clinical setting. Our trial aimed to deliver an objective and subjective evaluation of learning outcomes applying an MR system to train medical students to perform bladder catheter placement. We designed the trial to assess the usability of the MR system and students’ learning experience
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