Pd02-11 utilising 360 Live Streaming to Deliver Immersive Urology Education in the Covid-19 Era With Virtual Reality in Medicine and Surgery (Vrims)

Abstract

the development of a virtual urology sub-internship rotation our institution for visiting fourth year medical students. The purpose of this study was to implement a virtual urologic surgery sub-internship program and evaluate medical student impressions of the experience.METHODS: A two-week urology curriculum was created with content delivered by two-way, interactive videoconferencing. The curriculum included synchronous and individual learning with live patient clinical experiences in the outpatient clinic and operating room, faculty lectures, and departmental conferences. The students also completed self-reflective writing exercises and a grand rounds presentation. Student impressions of the rotation were assessed with an anonymous exit survey. Descriptive statistics were utilized to evaluate the 5-point Likert Scale responses, with 5 being "strongly positive" and 1 "strongly negative".RESULTS: A total of 40 students applied for the rotation and 18 were selected for 1 of 5 two-week rotation blocks. All students successfully completed the rotation and received a Pass. Of the 18 students who participated in the virtual rotation, 16 (88.9%) completed the exit survey. The overall experience was rated as "strongly positive" by 14 of 16 (87.5%) students. The learning experience was rated as 4.75AE0.45 (averageAESD). The rotation positively impacted our virtual students' plan to apply to this residency program (4.81AE0.54). All students reported they would recommend this rotation to a fellow student. All feedback regarding the self-reflection activities was positive.CONCLUSIONS: We successfully implemented a two-week virtual urologic sub-internship rotation with a wide variety of clinical and educational experiences. This is a unique experience in surgery that can easily be implemented by other urology or surgical subspeciality programs in the future.

Virtual Reality Applications in Medicine During the COVID-19 Pandemic: Systematic Review

“…First, immersive VR was useful for teaching brain and spinal cord neuroanatomy and for practicing neurorehabilitation exercises [ 93 ]. Second, desktop VR–based training was used successfully for teaching nursing content [ 72 , 75 , 78 ] and urology [ 84 ]. Third, immersive VR experiences helped simulate pediatric ICU clinical scenarios, with some specific critiques regarding limited realism in some mechanical aspects of the simulation [ 99 ].…”

“…Of the 22 studies that used an HMD, standalone systems were the most popular, with 9 studies using them. Eight studies adopted PC-based VR systems, 3 studies used mobile VR systems [ 72 , 74 , 84 ], and 2 studies did not specify the model of HMD [ 96 , 100 ] ( Table 4 ).…”

“…The second main result of this systematic review is that during the COVID-19 pandemic, VR was a helpful learning tool for medical education and training in several areas, including emergency medicine, nursing, pediatrics, radiology, and cardiology (eg, [100][101][102]). This technology has been successfully used for teaching various topics, including neuroanatomy and clinical anatomy (eg, [84,93]). VR has also been adopted to train COVID-19-related skills among doctors and nurses [68,73].…”