Use of wearable point-of-view live streaming technology for virtual physical exam skills training

Daniel Teitelbaum; Mary Xie; Mariam Issa; Matthew Nelms; Lauren Wintraub; Fok-Han Leung; Joyce Nyhof-Young; Mirek Otremba; Giovanna Sirianni; Karina Prucnal

doi:10.36834/cmej.73076

Use of wearable point-of-view live streaming technology for virtual physical exam skills training

Authors

Daniel Teitelbaum University of Toronto
Mary Xie University of Toronto
Mariam Issa University of Toronto
Matthew Nelms University of Toronto
Lauren Wintraub University of Toronto
Fok-Han Leung University of Toronto
Joyce Nyhof-Young University of Toronto
Mirek Otremba Royal Jubilee Hospital
Giovanna Sirianni University of Toronto
Karina Prucnal University of Toronto

DOI:

https://doi.org/10.36834/cmej.73076

Abstract

Implication Statement

We piloted a virtual teaching tool comprised of a chest-mounted smartphone streaming point-of-view footage over videoconferencing software to deliver a physical exam skills session. Compared to medical students taught via third person view through pre-recorded video followed by preceptor-led discussion, a higher proportion of students taught via point-of-view wearable technology reported improved knowledge of demonstrated skills and feeling engaged, comfortable interacting with their tutor, and better able to visualize demonstrated exam maneuvers. This accessible, affordable, and easily replicable innovation can potentially enhance virtual clinical skills teaching and enable novel distant clinical learning opportunities for healthcare professions students and educators.

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Published

2022-03-24

How to Cite

Teitelbaum D, Xie M, Issa M, Nelms M, Wintraub L, Leung F-H, Nyhof-Young J, Otremba M, Sirianni G, Prucnal K. Use of wearable point-of-view live streaming technology for virtual physical exam skills training . Can. Med. Ed. J [Internet]. 2022 Mar. 24 [cited 2024 Nov. 21];13(3):64-6. Available from: https://dev.journalhosting.ucalgary.ca/index.php/cmej/article/view/73076

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Issue

Vol. 13 No. 3 (2022): and Special Issue on Change in Medical Education

Section

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