Hands-on Sessions Research Articles

The utility of a structured, interactive cardiac anatomy teaching session for resident education.

Paediatric residents are often taught cardiac anatomy with two-dimensional images of heart specimens, or via imaging such as echocardiography or computed tomography. This study aimed to determine if the use of a structured, interactive, teaching session using heart specimens with CHD would be effective in teaching the concepts of cardiac anatomy. The interest amongst paediatric residents of a cardiac anatomy session using heart specimens was assessed initially by circulating a survey. Next, four major cardiac lesions were identified to be of interest: atrial septal defect, ventricular septal defect, tetralogy of Fallot, and transposition. A list of key structures and anatomic concepts for these lesions was developed, and appropriate specimens demonstrating these features were identified by a cardiac morphologist. A structured, interactive, teaching session was then held with the paediatric residents using the cardiac specimens. The same 10-question assessment was administered at the beginning and end of the session. The initial survey demonstrated that all the paediatric residents had an interest in a cardiac anatomy teaching session. A total of 24 participated in the 2-hour session. The median pre-test score was 45%, compared to a median post-test score of 90% (p < 0.01). All paediatric residents who completed a post-session survey indicated that the session was a good use of educational time and contributed to increasing their knowledge base. They expressed great interest in future sessions. A 2-hour hands-on cardiac anatomy teaching session using cardiac specimens can successfully highlight key anatomic concepts for paediatric residents.

Introduction of Hands-On Session Using Kolb Experiential Learning Theory Approach in Teaching Chemical Instrumentation Subject

Chromatography is a high-technology instrument that is widely used in the various in the various industry for decades. Hence, Science Bachelor Graduates’ that possesses ability to handle instrumentation are useful for their job nature. Learning approach that depends highly on lecture mode only enhance students’ knowledge on chromatographic techniques, but they might not possess skills on instruments handling. Therefore, the learning approach of Chemical Instrumentation Method (KKKR5833) subject using a Kolb Experiental Learning Theory are running by hybrid mode of lecture and handson teaching approach on chromatography. A total of 16 registered students were the respondent of this study. These students had been given lecture on the theoretical part of chromatography and later on, in agreement with the experiential learning theories, student will experience hands-on learning activity in HPLC laboratory session. Finally, a full report after completing the hands-on session for their overall experience in laboratory. Majority of the students that took this elective subject agreed that hands-on experience of using chromatography increases their knowledge on it and mastering the preparation of sample skill is very useful while 50% of the students put more effort in this subject and manage to score excellently. Moreover, majority graduate student express agreement that basic knowledge and skills on chromatographic is important before working and indicated that students with knowledge and skills on chromatographic instrumentation have higher chance of employment. This statement also agreed by respondent from industries. This prove that hands-on teaching and learning approach in laboratory using chromatography instrument able to enhance knowledge and student skills.

557 Introduction of a Pediatric Burn Education Program in an Adult Hospital

IntroductionAt a newly developed burn unit, the program decided to expand further and start admitting pediatric patients. While there are many working parts to this endeavor, we will primarily address staff preparedness. Prior to the introduction of a burn education course entitled Burns in the Pediatric Population, only a handful of nurses had received any hospital-based education for caring for pediatric patients. A previous pediatric course had been taught, however, this course focused primarily on illnesses of childhood. Staff had voiced on many occasions that they felt the education they received was not adequate and felt uncomfortable taking care of pediatric burn patients.MethodsAll Burn Intensive Care (BICU) nurses, regardless of having received the prior pediatric education, were required to take Burns in the Pediatric Population (n=42). The course content was based on the Burn Nurse Competencies. The course consisted of didactic lectures and hands-on sessions. Each participant was required to take a pre-test before the class and a post-test at the conclusion. The test included knowledge-based questions and self-rated confidence level questions. In addition, each participant was sent a survey three months after the completion of the class to evaluate their knowledge and confidence level.ResultsAt the conclusion of the class, the average test score went from 49.3% to 92.7%. Both the pre-test and post-test had each nurse evaluate their own confidence level for caring for a pediatric patient. Initially, 19.5% of the nurses stated that they had no confidence in caring for a pediatric patient. At the conclusion of the class, all nurses expressed some confidence with caring for a pediatric patient, with the majority, 72.7%, stating they had moderate or high confidence.The return rate of the three-month evaluation was 81% (n=34). The knowledge-based test had an average score of 71%. 30.3% of the staff stated that their confidence in caring for a pediatric patient increased, 54.5% stated their confidence level remained the same, and 15.1% of those returning the survey stated that their confidence level decreased in the three month time period.ConclusionsThe results from the three-month survey have been utilized to edit and make our pediatric mock codes and course more specific to the needs of the bedside nurses. In addition, we are planning to increase the frequency and the level of participation in our pediatric mock codes. All Burn ICU nurses will need to participate in a pediatric mock code on a semi-annual basis. In addition, there will be a section that is added to each Burn ICU nurse’s annual competency specifically covering pediatric burns.

Point-of-care ultrasound training for respiratory therapists: A scoping review

IntroductionPoint-of-care ultrasound (POCUS), although commonly used in clinical practice, is not currently included in training programs for respiratory therapists (RTs). In fact, given its ubiquity and clinical utility, RTs in Ontario, Canada, are changing their mandate to incorporate POCUS into their daily patient assessment. Therefore, we conducted a scoping review of the literature, aiming to describe the current evidence of POCUS training and methods of curriculum delivery for RTs to inform an evidence-based program design.MethodWe systematically searched MEDLINE, EMBASE, CINAHL, and Web of Science from inception to 8 July 2020. We included all studies reporting on RT training in POCUS. Documents included English language, full-text reports of all study designs. Title and abstract screening, full-text review, and data abstraction were done independently and in duplicate.ResultsSeven studies met our inclusion criteria, including four full texts and three abstracts; all were prospective and single-center studies, except one multicenter study. Reports were from nine different countries. Studies described cardiac, lung, and procedural ultrasonography use. The majority used a combination of educational methods; didactic talks, hands-on sessions, and practical assessments being the most common methods. There was a median of 11 participants enrolled in a training session. The instructors were physicians from various specialties such as critical care, pulmonology, and radiology.ConclusionsThis scoping review identified seven papers that explored different methods of a POCUS curriculum delivery for RTs. From the interventions outlined, teaching POCUS skills to RTs seems feasible. However, further work needs to be done to solidify a POCUS curriculum specific to RTs and examine the impact on patient-related outcomes.

Development and application of \u201cSpecial defibrillator for teaching and training\u201d

BackgroundTo provide an economical and practical defibrillator for first aid teaching and training, to reduce the cost of teaching and training, increase teaching and training equipment, provide trainees with more hands-on training sessions, and improve first aid capabilities.MethodsDeveloping a special teaching defibrillator with the same structure and operation configuration as the clinical medical emergency defibrillator. The appearance, structure and operating accessories of the two defibrillators are the same. The difference between the defibrillator and the clinical medical emergency defibrillator are as follows: the clinical medical emergency defibrillator can be energized, and there are expensive electronic accessories and defibrillation accessories for charging and discharging in the machine. When discharging, the electrode plate has current discharged into the human body; the power plug of the “special defibrillator for teaching and training” is a fake plug. When the power is plugged in, no current enters the body and the machine. There are no expensive electronic accessories and defibrillation accessories for charging and discharging, and no current is discharged during discharge. Then compare the teaching effect of the special defibrillator for teaching and training and the clinical medical emergency defibrillator (including operation score and attitude after training).ResultsThe scores of defibrillator operation in the experimental group of junior college students (87.77 ± 4.11 vs. 83.30 ± 4.56, P < 0.001) and the experimental group of undergraduate students (90.40 ± 3.67 vs. 89.12 ± 3.68, P = 0.011) were higher than those in the corresponding control group; The attitude of junior college students in the experimental group and undergraduate students in the experimental group after training was more positive than that of the corresponding control group (P < 0.05).ConclusionsThe special defibrillator for teaching and training can save the purchase cost of teaching equipment, increase teaching and training resources, and improve the trainee’s defibrillation ability, defibrillation confidence and defibrillation security.

Setting up a Neurosurgical Skills Laboratory and Designing Simulation Courses to Augment Resident Training Program.

The surgical skill practice in neurosurgery is being compromised in the recent past owing to the duty time constraint, patient safety concerns, and medico-legal issues. Surgical practice outside the operating room is essential to enhance a resident's operative skills and to gain confidence. To discuss the experience of establishing an 'in-house neurosurgery skills laboratory' and various training sessions conducted with cadaveric and non-cadaveric simulation modules. A skills laboratory was set up in the existing resident teaching hall with nine workstations. Each station has been equipped with an operating table, surgeon's chair, basic microscope, endoscope, high-speed drill system, and a suction machine. Vascular anastomosis, high-speed drilling, and basic neuroendoscopy were planned on low-cost non-cadaveric modules. Craniotomy and various surgical approaches were designed on cadaveric modules obtained from the anatomy department. A total of 18 residents in divided groups during their initial three semesters had participated in the non-cadaveric simulation courses. Twenty-six residents had participated and 12 sessions were conducted on the cadaveric modules. Three workshops were conducted and 20 residents and faculty members from five other institutions had participated in the cadaveric hands-on training session. A well-equipped skills laboratory provides an opportunity for the residents to acquire operative expertise in a similar atmosphere to that of the operating theater. A structured program comprising various operative practice sessions should be incorporated into the resident training program.

Nuts and Bolts of a POCUN Program.

For those that have experienced how much point of care ultrasound can positively impact patient care, the potential of an organized point of care ultrasound program is moderated by the reality of building such a program from scratch. We have watched novice and intermediate users ride the roller coaster of ambition and reality checks at each of the hands-on skills sessions across the nation. The first climb occurs on the morning of Day 1. Anticipation grows over how hard it might be to learn this skill, then peaks and dips into the exhilaration of seeing success with what feels like minimal guidance. A comprehension of attainability takes over, and after each hands-on session, confidence climbs fast. Day 2 begins with the courage of some experience, and the anticipation of more success.

Introduction of Hands-On Session Using Kolb Experiential Learning Theory Approach in Teaching Chemical Instrumentation Subject

Micropiles are mostly employed to resist static and seismic stresses and as an in-situ stabilizing device for slopes and excavations. A micropiles testing facility was designed to support the Light Rail Transit 3 (LRT3) project. A borehole of 150mm in diameter was used to install three micropiles that ranged in length from 3, 5, and 7 meters. This article explores the more detailed techniques used to complete foundation retrofits, with a focus on micropiles as a ground improvement method. The comparative analysis discussed the data obtained with the static load test and piles driving analyzer (PDA). This study found that the bearing capacity of Ru 177 tonnes and 111 tonnes are more than the load, which is calculated at 60.9 tonnes. Finally, several recommendations for further research were presented after evaluation to prevent micropiles damage was performed.

Association of a longitudinal, preclinical ultrasound curriculum with medical student performance

IntroductionPoint-of-care ultrasound (US) is used in clinical practice across many specialties. Ultrasound (US) curricula for medical students are increasingly common. Optimal timing, structure, and effect of ultrasound education during medical school remains poorly understood. This study aims to retrospectively determine the association between participation in a preclinical, longitudinal US curriculum and medical student academic performance.MethodsAll first-year medical students at a medical school in the Midwest region of the United States were offered a voluntary longitudinal US curriculum. Participants were selected by random lottery. The curriculum consisted of five three-hour hands on-sessions with matching asynchronous content covering anatomy and pathologic findings. Content was paired with organ system blocks in the standard first year curriculum at our medical school. Exam scores between the participating and non-participating students were compared to evaluate the objective impact of US education on performance in an existing curriculum. We hypothesized that there would be an association between participation in the curriculum and improved medical student performance. Secondary outcomes included shelf exam scores for the surgery, internal medicine, neurology clerkships and USMLE Step 1. A multivariable linear regression model was used to evaluate the association of US curriculum participation with student performance. Scores were adjusted for age, gender, MCAT percentile, and science or engineering degree.Results76 of 178 students applied to participate in the curriculum, of which 51 were accepted. US curriculum students were compared to non-participating students (n = 127) from the same class. The US curriculum students performed better in cardiovascular anatomy (mean score 92.1 vs. 88.7, p = 0.048 after adjustment for multiple comparisons). There were no significant differences in cumulative cardiovascular exam scores, or in anatomy and cumulative exam scores for the gastroenterology and neurology blocks. The effect of US curriculum participation on cardiovascular anatomy scores was estimated to be an improvement of 3.48 points (95% CI 0.78-6.18). No significant differences were observed for USMLE Step 1 or clerkship shelf exams. There were no significant differences in either preclinical, clerkship or Step 1 score for the 25 students who applied and were not accepted and the 102 who did not apply.ConclusionsParticipation in a preclinical longitudinal US curriculum was associated with improved exam performance in cardiovascular anatomy but not examination of other cardiovascular system concepts. Neither anatomy or comprehensive exam scores for neurology and gastrointestinal organ system blocks were improved.

Dental students' perspectives on three intraoral scanners and CAD/CAM systems before and after a pre-clinical elective course in digital dentistry.

Intraoral scanners (IOS) are gaining interest in Dentistry for their ability to capture digital impressions of the oral cavity. These digital impressions facilitate the fabrication of indirect restorations using CAD/CAM technology. This study aimed to describe an elective course given to predoctoral dental students on the topic of Digital Dentistry and assess their learning outcomes and system preferences. Three IOS were evaluated by eight students enrolled in a Digital Dentistry elective course. These systems included Emerald S (Planmeca), Cerec Omnicam (Denstply Sirona), and True Definition (3M/Midmark). After a literature review and a hands-on session were completed for each system, the students provided their perspectives on various factors such as ease of use, organization, and user-friendliness in a qualitative narrative of each system and quantitatively through a six-items survey. Survey data suggests that the student cohort showed higher levels of previous familiarity, user preference, and clinical confidence in the Cerec and Planmeca systems as opposed to the True Definition system. Qualitatively, the students felt CEREC was the more educationally useful system to learn and presented with more ease of use, functionality, and efficacy than the other two systems. While each system proved to have its unique benefits and drawbacks, students' attitudes towards the Planmeca and Cerec systems were generally positive, while True Definition's evaluation was limited. Students appreciated their experiences throughout this elective, familiarizing themselves with various digital systems. Key words:Digital Dentistry, Intraoral Scanners, CAD/CAM, Dental Education, Learning Curve.

Participatory cooking demonstrations: A distinctive learning approach towards positive health.

Participatory cooking demonstration is a unique and effective way to teach nutritional concepts and basic cooking skills in a community setting. The present study attempted to develop the same in 4th-year nursing students through the intervention for a better nutritional health outcome. The objectives are to introduce and train nursing students on participatory cooking demonstrations in community households, evaluate the improvement of knowledge and self-efficacy of the participants, and assess the feedback of the study participants towards the intervention. An educational intervention was carried out among BSc Nursing students in a tertiary healthcare institute from April to June 2019. A sample of 66 students were subjected to pre- and post-tests along with a self-efficacy evaluation and feedback survey. Out of all, 91.1% were between 21 and 30 years, 77.8% belonged to rural areas, and 82% were in the lower-middle socioeconomic class. The knowledge was improved, and it was found to be statistically significant (P < 0.0001). The self-efficacy evaluation showed an enhancement of knowledge and awareness. The majority either strongly agreed or agreed that participatory cooking demonstrations helped them learn healthy cooking practices (80%), analyze specific nutritional problems (95.6%), and get hands-on experience in nutritional care (86.4%). The themes that emerged from qualitative data were discussed under liked, disliked aspects, challenges faced, and solutions offered. The hands-on sessions on participatory cooking demonstrations were successfully introduced and the knowledge and self-efficacy of the participants was improved. All participants were satisfied with the intervention as perceived by the participants.

Frontiers and Opportunities in Bioenergy Crop Microbiome Research Networks

Researchers from across the four United States Department of Energy Bioenergy Research Centers (BRCs) engaged in a microbiome workshop that focused on identifying challenges and collaboration opportunities to better understand bioenergy-relevant plant–microbe interactions. The virtual workshop included hands-on educational sessions and a keynote address on current best practices in microbiome science and community microbiome standards, as well as breakout sessions aimed at identifying microbiome-related data and measurements that should be prioritized, opportunities for and barriers to integrating plant metabolites to microbiome research, and strategies for more effectively integrating microbiome data and processes into existing models. Based on participant discussion, key findings of the workshop were the need to prioritize scaling data sharing across BRCs and the broader research community and securing collaborative infrastructure in the areas of microbiome-ecosystem modeling and molecular plant–microbe interactions. This workshop review highlights additional main findings from this event, to encourage cross-site and more holistic metaanalyses while promoting wide scientific community engagement across plant microbiome sciences.

Developing a well-received pre-matriculation program: the evolution of MedFIT

BackgroundThe transition to medical school marks a very stressful time for matriculating students. Despite this challenging transition period, intellectually rigorous pre-matriculation programs are not a common component of the curriculum at many medical schools across the country. Students are often not given the opportunity to learn about the high expectations of medical school before being thrown into classes. Thus, more time and attention should be devoted to curricular interventions that target this critical window in medical education.MethodsMedFIT is a robust, 1.5-week orientation program that introduces matriculating students to the rigors of medical school in a low-stakes environment. This program provides students with a preview of the University of Nevada, Reno School of Medicine (UNR Med) curriculum through hands-on learning sessions in addition to exposing them to extracurricular opportunities and research initiatives. Furthermore, MedFIT connects incoming students with second-year mentors, laying the foundation for longitudinal peer mentorship.FindingsQualitative survey feedback from each subsequent class has been increasingly positive, demonstrating MedFIT’s effectiveness in improving students’ academic and interprofessional transitions into medical school. Despite the program's hybrid format in 2020 due to COVID-19, overall ratings were as positive as the previous year. Additionally, students had decreased rates of remediation, repeated years, and withdrawal, and had better Match outcomes when compared to students who participated in UNR Med’s previous orientation program.Discussion and conclusionsMedFIT remains a well-received, adaptable entity that is continuously modified every year to best supplement student needs and mirror the pre-clinical curricular landscape present at that time.

A cadaveric model for transesophageal echocardiography transducer placement training: A pilot study.

Transesophageal echocardiography (TEE) is used in the emergency department to guide resuscitation during cardiac arrest. Insertion of a TEE transducer requires manual skill and experience, yet in some residency programs cardiac arrest is uncommon, so some physicians may lack the means to acquire the manual skills to perform TEE in clinical practice. For other infrequently performed procedural skills, simulation models are used. However, there is currently no model that adequately simulates TEE transducer insertion. The aim of this study is to evaluate the feasibility and efficacy of using a cadaveric model to teach TEE transducer placement among novice users. A convenience sample of emergency medicine residents was enrolled during a procedure education session using cadavers as tissue models. A pre-session assessment was used to determine prior knowledge and confidence regarding TEE manipulation. Participants subsequently attended a didactic and hands-on education session on TEE placement. All participants practised placing the TEE transducer until they were able to pass a standardized assessment of technical skill (SATS). After the educational session, participants completed a post-session assessment. Twenty-five residents participated in the training session. Mean assessment of knowledge improved from 6.2/10 to 8.7/10 (95% confidence interval [CI] of knowledge difference 1.6-3.2, P<0.001) and confidence improved from 1.6/5 to 3.1/5 (95% CI of confidence difference 1.1-2.0, P<0.001). There was no relationship between training level and the delta in knowledge or confidence. In this pilot study, the use of a cadaveric model to teach TEE transducer placement methods among novice users is feasible and improves both TEE manipulation knowledge and confidence levels.

Impact of a multimodal anatomy CPD course on intravenous cannulation skills – An Irish radiographers and radiation therapists’ perspective

Radiographers and radiation therapists continually upgrade their knowledge to remain informed and competent in modern radiological imaging techniques. Despite the generally agreed upon significance of anatomy for successful interpretation of imaging modalities, its link with clinical performance of radiographers and radiation therapists has not been highlighted before. The above-stated gap in the literature was addressed by employing an anatomy-based CPD course and investigating its influence on intravenous cannulation and administration skills of 10 radiographers and 4 radiation therapists. The course comprised interactive anatomy tutorials (employing vascular histology e-modules and vascular prosections), lectures and simulation sessions to practice IV cannulation. Likert questionnaires were employed to gauge attitudes and interests, prior to and after the course. At the end of the course, participants perceived anatomy prosections/dissection more useful compared to other learning modalities, including social media, textbooks, e-learning, plastic models and lectures. This corresponded with a significant increase in their perceived level of anatomy knowledge and confidence in identifying structures on prosections, and tracing vessels on radiographs and body surface. Anatomy-based CPD course was valued with regards to their career progression and enhancement of anatomical knowledge. Furthermore, the use of prosections and hands-on practical sessions was highly commended and a desire to attend similar future courses was expressed. Lastly, participants identified factors facilitating or hindering course attendance and offered advice to improve efficacy of future courses. We conclude that an interactive anatomy-based CPD—employing multimodal pedagogies—can be effective in enhancing anatomy knowledge and clinical competence of radiographers and radiation therapists.

Particle therapy masterclass

The aim of the new Particle Therapy MasterClass (PTMC) was to develop an educational and training environment in which anyone can learn about fundamental and applied research in particle therapy. The PTMC was recently integrated into the International MasterClass 2021 online programme that attracted 1500 students from 37 institutes in 20 countries, worldwide. The PTMC focuses on the topic of cancer treatment, a particularly sensitive and socially relevant topic. The main idea is to (a) provide a basic understanding of cancer radiation therapy, (b) demonstrate that fundamental properties of particle interactions with matter, which are used for detection in physics experiments, are also the basis for treating cancer tumours; and (c) show that the same accelerator technologies are used in both, research laboratories and therapy centres. For the hands-on session, the open-source professional treatment planning software matRad is used, developed for research and training by the German Cancer Research Center – DKFZ. Ultimately, students are shown “what physics has to do with medicine” and what are the various possibilities that physics and STEM studies may open up for job opportunities in fields that are lacking expert personnel.

Graduate Medical Education Can Be an Impetus for Behavior Changes in Physicians in Practice: Point-Of-Care Ultrasound Faculty Development Intervention in Anesthesiology.

While there is growing evidence to suggest that point-of-care ultrasound (POCUS) may aid in clinical decision-making in the perioperative setting and there are new requirements that anesthesiology residents must be trained in POCUS, few practicing anesthesiologists use POCUS in their practice. The goal of this investigation is to determine whether a multifaceted faculty development program helps a group of faculty members incorporate POCUS into their practice. This intervention had five parts: (1) online prework, (2) 2-day workshop, (3) follow-up hands-on sessions, (4) regular communication, and (5) equipment acquisition. This is a pretest/posttest, single group, observational study where the main outcome measure is the number of POCUS examinations documented and the number of providers who performed at least one examination. In addition, presurveys and postsurveys were administered to determine whether there was a change in confidence and self-reported use of POCUS. The number of examinations completed and the number of providers completing examinations by month both seemed to increase over time between May 2017 and October 2018. Between August 2017 and October 2018, the number of examinations completed per month increased by a rate of approximately one examination per month (starting with one examination in May 2017) and the number of providers completing examinations increased by a rate of approximately 0.61 providers per month (staring with one provider in May 2017). This study shows that an intervention that targets interested faculty can increase the use of POCUS in practice and residents' perceptions of teaching.

Rapid UV-Vis spectroscopy methods for quantification of ranitidine tablets

Ranitidine is a histamine H2-receptor antagonist that inhibits gastric acid secretion, commonly used in the treatment and prophylaxis of peptic ulcer and gastroesophageal reflux disease. Over-the-counter ranitidine hydrochloride tablets are available in several European countries as well as the US for the relief of indigestion and heartburn. Commercial tablets containing the equivalent of 150 mg of ranitidine were analysed following extraction. Ranitidine is water-soluble, thus avoiding the use of organic solvents. Standard aqueous solutions of ranitidine hydrochloride were used to construct a calibration curve. This graduate laboratory experiment describes a simple, inexpensive, safe, and “green” procedure for the quantification of ranitidine tablets by UV spectrophotometry. The entire procedure provides an pedagogical opportunity to approach a realistic analytical scenario, typical of a quality control laboratory, by designing an attractive and engaging hands-on session. An average content of 148 ± 1 mg of ranitidine was determined using both standard addition and external calibration methods and results are in agreement with Pharmacopoeia. Keywords: Analytical chemistry, ranitidine, drugs/pharmaceuticals, quantitative analysis, UV-Vis spectroscopy

Knowledge Acquisition and Satisfaction of Virtual Microscopy Usage Among Medical Students of Universiti Sains Malaysia

The virtual microscope has been employed as an adjunct tool to teach optical microscopy for histology learning in medical schools. However, there is no reliable evidence in the literature that virtual and optical microscopy impacts students’ learning. This study focuses on comparing two different methods in learning histology in Universiti Sains Malaysia, namely virtual microscopy and optical microscopy, with regard to medical students’ knowledge acquisition and satisfaction levels. A total number of 120 medical students, consisting of 53 first-year and 67 second-year students, were recruited. The students were divided into virtual microscopy and optical microscopy groups. During the one-day intervention, all students attended a pre-requisite lecture on “Histology of the Eye”, a slide demonstration and a hands-on session using a designated microscope. Students’ knowledge acquisition was evaluated through a pre- and post-practical evaluation and their satisfaction level on learning histology using respective learning tools was measured. The study revealed that the optical and virtual microscopy groups showed significant improvement from the pre- to post-practical tests scores with p &lt; 0.001, respectively. However, the mean increment was higher in virtual microscopy (38.51%) than in optical microscopy (35.08%). Furthermore, the virtual microscopy group had a significantly higher satisfaction score towards the learning tool than the optical microscopy group, p = 0.008. The knowledge acquisition of the virtual microscopy group was equal to the optical microscopy group as they were shown to have a similar improvement in the test scores, comprehension level and learning ability. However, students were nonetheless satisfied with the usage of virtual microscopy as a learning tool.

26 Mixed Realities Chest Drain Workshop: Integrating Hands-On and VR Learning

During the pandemic, several wards in our surgical wing became re-purposed for COVID patients. This resulted in patients who would usually be nursed in those wards being placed elsewhere. There were also many nurses and medical staff being redeployed to wards in unfamiliar specialities which required caring for patients outside their usual clinical areas. This resulted in some patients with chest drains being nursed outside the usual areas, and incidents being reported regarding their management.The hour-long workshop was designed to simulate the management and understanding of the terminology around chest drains. The hands-on aspect was achieved by modifying a manikin to be able to demonstrate these actions and troubleshoot when things go wrong.What is meant by a swinging chest drain?How much bubbling is expected?Followed by the procedure of inserting a large-bore chest drain using immersive virtual realityWard nursing staff, operating theatre staff and junior doctors were invited to attend the workshop. Six sessions each with five participants ran over the course of a month. The first part of the workshop was a hands-on session with a modified defunct manikin. We had the locally available kit for people to be able to interact with and understand the mechanics of chest drains Introducing people to the Royal Marsden manual of clinical nursing procedures Questionnaires were completed before and after the workshop for attendees to evaluate their confidence to independently manage a chest drain. Every attendee reported an increase in confidence because of the session (As a result of this session, the ward areas created a ‘chest drain box’ which had everything needed to manage and replace a chest drain included as locating where kit was kept was identified as an issue. This box will be at the side of the patient being managed with the chest drain and will be checked for completeness regularly. This workshop would be useful to repeat because 50% of junior doctors have now rotated placements and many of the ward staff have been re-deployed to other areas.