Live‐streamed ward rounds: a tool for clinical teaching during the
            <scp>COVID</scp>
            ‐19 pandemic

Pennell, Craig E.; Kluckow, Hannah; Chen, Shirley Q; Wisely, Kerrie M; Walker, Ben Ld

doi:10.5694/mja2.50765

Cited by 24 publications

(24 citation statements)

References 9 publications

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“…In response, hospitals have developed the concept of “live-streamed ICU rounds” [ 66 ]. The initiative addresses the need to maintain physical distancing while providing multidisciplinary care and allowing senior medical staff to communicate with the multidisciplinary team and provide education to junior staff and students [ 67 ]. The limitations of this method must be acknowledged, including the lack of direct patient contact for team members and confidentiality concerns.…”

Section: Restructuring Multidisciplinary Roundsmentioning

confidence: 99%

How the COVID-19 pandemic will change the future of critical care

et al. 2021

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Coronavirus disease 19 (COVID-19) has posed unprecedented healthcare system challenges, some of which will lead to transformative change. It is obvious to healthcare workers and policymakers alike that an effective critical care surge response must be nested within the overall care delivery model. The COVID-19 pandemic has highlighted key elements of emergency preparedness. These include having national or regional strategic reserves of personal protective equipment, intensive care unit (ICU) devices, consumables and pharmaceuticals, as well as effective supply chains and efficient utilization protocols. ICUs must also be prepared to accommodate surges of patients and ICU staffing models should allow for fluctuations in demand. Pre-existing ICU triage and end-of-life care principles should be established, implemented and updated. Daily workflow processes should be restructured to include remote connection with multidisciplinary healthcare workers and frequent communication with relatives. The pandemic has also demonstrated the benefits of digital transformation and the value of remote monitoring technologies, such as wireless monitoring. Finally, the pandemic has highlighted the value of pre-existing epidemiological registries and agile randomized controlled platform trials in generating fast, reliable data. The COVID-19 pandemic is a reminder that besides our duty to care, we are committed to improve. By meeting these challenges today, we will be able to provide better care to future patients.

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Section: Restructuring Multidisciplinary Roundsmentioning

confidence: 99%

How the COVID-19 pandemic will change the future of critical care

et al. 2021

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“…This also ensured that students could remotely view the patient examination and all the nonverbal communication between physician and patient. Alternative structures suggested in the literature 13 limit the video stream to observe the physician only. Learning on ward rounds is not merely participation in a cognitive exercise but includes active observation of communication and the patient–physician interaction.…”

Section: Discussionmentioning

confidence: 99%

“…Subsequently, they should be encouraged to present case histories and communicate their clinical reasoning. 13 31 It has been suggested that this is best achieved through small group discussions, so that students can receive individual feedback on their performance. 32 Other concerns are that large cohorts of students attending virtually at a time can make some students feel uncomfortable in asking questions, 33 34 and this was also reflected in our results.…”

Section: Discussionmentioning

confidence: 99%

Live streaming ward rounds using wearable technology to teach medical students: a pilot study

Mill

Parikh

Allen

et al. 2021

BMJ Simul Technol Enhanc Learn

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BackgroundThe COVID-19 pandemic resulted in a loss of clinical clerkship opportunities for medical students. To address this problem while maintaining patient safety, this pilot study explored the feasibility of using a wearable headset to live stream teaching ward rounds to remotely based medical students.MethodsThree live streamed teaching ward rounds were delivered to three groups of medical students (n=53) using the Microsoft HoloLens 2 device and Microsoft Teams software, and results pooled for analysis. Feedback was gathered from students and instructors using the evaluation of technology-enhanced learning materials (ETELM). Patient feedback was gathered using the Communication Assessment Tool to explore any impact on interpersonal communication.ResultsThe response rate for the ETELM-learner perceptions was 58% (31/53), 100% for the ETELM-instructor perceptions. Students strongly agreed that the overall quality of the teaching session and instructors was excellent. However, 32% experienced issues with audio or video quality and one remote student reported cyber sickness. The statement ‘educational activities encouraged engagement with session materials/content’ returned the most varied response. Instructors reported technological problems with delivery while using the HoloLens 2 device and environmental noise in the ward was a disruptive factor. Preparation and skilled facilitation were key to delivering a high-quality teaching session. Patients reacted generally favourably to the technology and no negative effects on interpersonal communication were identified.ConclusionThe experience of live streamed ward rounds was well received by patients, medical students and teaching faculty. However, there remain limitations to the routine use of HoloLens 2 technology in our setting including steep learning curves, hardware costs and environmental factors such as noise and WiFi connectivity. Live streamed ward rounds have potential postpandemic implications for the judicious use of resources, and the possibility for few educationally minded clinicians to teach at scale in a patient-friendly manner.

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“…Equally important has been the need to change the delivery of education programs for undergraduate and postgraduate programs; there have been many examples of the successful integration of digital and education innovation. 8,9,10 It is a time of great innovation within healthcare with many lessons to be learnt. The challenge is to continue to be receptive to further innovation, as individuals and as members of the healthcare workforce.…”

Section: E D I T O R I a L S Building On Innovation And Lessons Learnmentioning

confidence: 99%

“…Practitioners have experienced significant changes in how information is delivered and accessed across many different platforms and forums. Equally important has been the need to change the delivery of education programs for undergraduate and postgraduate programs; there have been many examples of the successful integration of digital and education innovation 8,9,10 …”

mentioning

confidence: 99%

Building on innovation and lessons learnt during the COVID‐19 pandemic

Dooley¹

2020

Pharmacy Practice and Res

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Live‐streamed ward rounds: a tool for clinical teaching during the COVID ‐19 pandemic

Cited by 24 publications

References 9 publications

How the COVID-19 pandemic will change the future of critical care

How the COVID-19 pandemic will change the future of critical care

Live streaming ward rounds using wearable technology to teach medical students: a pilot study

Building on innovation and lessons learnt during the COVID‐19 pandemic

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