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

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

doi:10.36834/cmej.73076

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…Use of wearable point-of-view live streaming technology for virtual physical exam skills training by Teitelbaum et al 18 created a first-person point-of-view virtual teaching tool using a chest-mounted smartphone. The students reported increased confidence and overall session satisfaction compared to students in a group with a fixedcamera third-person perspective.…”

Section: You Should Try Thismentioning

confidence: 99%

Medical schools don’t change; people do

Kleinheksel

2022

Can. Med. Ed. J

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Section: You Should Try Thismentioning

confidence: 99%

Medical schools don’t change; people do

Kleinheksel

2022

Can. Med. Ed. J

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“…The literature therefore suggests that student learning has improved as a result of using wearable devices in the classroom [ 30 , 31 , 32 ]. Benefits were demonstrated for a wide variety of subjects and age limits, from K-12 education to tertiary level higher education.…”

Section: Introductionmentioning

confidence: 99%

Wearable Sensors for Learning Enhancement in Higher Education

Khosravi

Bailey

Parvizi

et al. 2022

Sensors

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Wearable sensors have traditionally been used to measure and monitor vital human signs for well-being and healthcare applications. However, there is a growing interest in using and deploying these technologies to facilitate teaching and learning, particularly in a higher education environment. The aim of this paper is therefore to systematically review the range of wearable devices that have been used for enhancing the teaching and delivery of engineering curricula in higher education. Moreover, we compare the advantages and disadvantages of these devices according to the location in which they are worn on the human body. According to our survey, wearable devices for enhanced learning have mainly been worn on the head (e.g., eyeglasses), wrist (e.g., watches) and chest (e.g., electrocardiogram patch). In fact, among those locations, head-worn devices enable better student engagement with the learning materials, improved student attention as well as higher spatial and visual awareness. We identify the research questions and discuss the research inclusion and exclusion criteria to present the challenges faced by researchers in implementing learning technologies for enhanced engineering education. Furthermore, we provide recommendations on using wearable devices to improve the teaching and learning of engineering courses in higher education.

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Comparison of remote learning methods to on-site teaching -randomized, controlled trial

Tolonen,

Arvonen,

Renko

et al. 2023

BMC Med Educ

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Background In the digitalized world, there is a need for developing new online teaching and learning methods. Although audio and video recordings are increasingly used in everyday learning, little scientific evidence is available on the efficacy of new online methods. This randomized trial was set out to compare the learning outcomes of online and classroom teaching methods in training healthcare students to diagnose breathing difficulties in children. Methods In total, 301 students of medicine (N = 166) and nursing (N = 135) volunteered to participate in this total sampling study in 2021–2022. The students were randomized into four groups based on teaching methods: classroom teaching (live, N = 72), streamed classroom teaching (live-stream, N = 77), audio recording (podcast, N = 79) and video recording (vodcast, N = 73). Each 45-minute lesson was taught by the same teachers and used the same protocol. The students participated an online test with their own electronic device at three distinct time points: prior to any teaching (baseline), immediately after teaching (final test), and five weeks later (long-term memory test). The test consisted of 10 multiple-choice questions on recognizing breathing difficulties from real-life videos of breathing difficulties in pre-school age. The test results scale ranged from − 26 to 28 points. Statistical analyses were performed using ANOVA multiple comparison and multiple regression tests. Results The mean scores (SD) of the final tests were 22.5 (5.3) in the vodcast, 22.9 (6.1) in the live, 20.0 (5.6) in the podcast (p < 0.05 vs. live) and 20.1 (6.8) in the live-stream group. The mean difference of test scores before and after the lesson improved significantly (p < 0.05) in all study groups, with 12.9 (6.5) in the vodcast, 12.6 (5.6) in the live, 10.9 (7.0) in the live-stream and 10.4 (6.9) in the podcast group. The improvement in test scores was significantly higher in the vodcast (p = 0.016) and the live (p = 0.037) groups than in the podcast group. No significant differences were found between the other groups. However, there was a nonsignificant difference towards better results in the vodcast group compared to the live-stream group. Conclusions While the new online teaching methods produce learning, only video learning is comparable to team teaching in classrooms.

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

Cited by 3 publications

References 7 publications

Medical schools don’t change; people do

Medical schools don’t change; people do

Wearable Sensors for Learning Enhancement in Higher Education

Comparison of remote learning methods to on-site teaching -randomized, controlled trial

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