Utilising 360 live streaming to deliver immersive urology education in the COVID-19 era with Virtual Reality in Medicine and Surgery (VRiMS)
BAUS ePoster online library. Leung L. 06/22/21; 319131; p9-3
Disclosure(s): Stryker – Funding for equipment (£15,000)
Ms. Lap Yan Leung
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Abstract
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Introduction:
COVID-19 has disrupted traditional training and education, requiring a shift to remote learning. Videoconferencing has limitations in surgical education, but more immersive techniques, such as 360 Virtual Reality (360VR), may have a greater role in demonstrating surgical anatomy and techniques.
In person cadaveric courses and online VR resources have independently been proven to be effective educational tools. By combining both elements, we ran the first live VR cadaveric course in Urology which aimed to bridge the current educational gaps.
Methods:
Urological operations were recorded using multiple cameras superimposed onto 360VR view. The candidates watch using headsets that hold their smartphones.
The course, run for regional trainees, covered procedures including ureteric reimplantation, glansectomy, penile fracture and open cystostomy.
Feedback was sent to candidates via an online survey.
Results:
15 people attended, with 100% survey completion rate.
Of the attendees, 72% had little or no prior VR experience, 100% thought VR was valuable with 91% saying it was very or extremely useful. 55% have attended postgraduate cadaveric courses, with 100% reporting it would be useful. 100% would attend again.
Qualitative feedback highlighted 70% benefited specifically from observing procedures that they would otherwise not experience. Improvements include obtaining higher quality VR headsets and more live stream sessions.
Conclusion:
Utilising VR technology in the context of live cadaveric teaching allows an innovative immersive experience which is easily accessible, low cost to participants and integrates the fundamentals of education. A national course with further live content is being planned for later this year.
COVID-19 has disrupted traditional training and education, requiring a shift to remote learning. Videoconferencing has limitations in surgical education, but more immersive techniques, such as 360 Virtual Reality (360VR), may have a greater role in demonstrating surgical anatomy and techniques.
In person cadaveric courses and online VR resources have independently been proven to be effective educational tools. By combining both elements, we ran the first live VR cadaveric course in Urology which aimed to bridge the current educational gaps.
Methods:
Urological operations were recorded using multiple cameras superimposed onto 360VR view. The candidates watch using headsets that hold their smartphones.
The course, run for regional trainees, covered procedures including ureteric reimplantation, glansectomy, penile fracture and open cystostomy.
Feedback was sent to candidates via an online survey.
Results:
15 people attended, with 100% survey completion rate.
Of the attendees, 72% had little or no prior VR experience, 100% thought VR was valuable with 91% saying it was very or extremely useful. 55% have attended postgraduate cadaveric courses, with 100% reporting it would be useful. 100% would attend again.
Qualitative feedback highlighted 70% benefited specifically from observing procedures that they would otherwise not experience. Improvements include obtaining higher quality VR headsets and more live stream sessions.
Conclusion:
Utilising VR technology in the context of live cadaveric teaching allows an innovative immersive experience which is easily accessible, low cost to participants and integrates the fundamentals of education. A national course with further live content is being planned for later this year.
Introduction:
COVID-19 has disrupted traditional training and education, requiring a shift to remote learning. Videoconferencing has limitations in surgical education, but more immersive techniques, such as 360 Virtual Reality (360VR), may have a greater role in demonstrating surgical anatomy and techniques.
In person cadaveric courses and online VR resources have independently been proven to be effective educational tools. By combining both elements, we ran the first live VR cadaveric course in Urology which aimed to bridge the current educational gaps.
Methods:
Urological operations were recorded using multiple cameras superimposed onto 360VR view. The candidates watch using headsets that hold their smartphones.
The course, run for regional trainees, covered procedures including ureteric reimplantation, glansectomy, penile fracture and open cystostomy.
Feedback was sent to candidates via an online survey.
Results:
15 people attended, with 100% survey completion rate.
Of the attendees, 72% had little or no prior VR experience, 100% thought VR was valuable with 91% saying it was very or extremely useful. 55% have attended postgraduate cadaveric courses, with 100% reporting it would be useful. 100% would attend again.
Qualitative feedback highlighted 70% benefited specifically from observing procedures that they would otherwise not experience. Improvements include obtaining higher quality VR headsets and more live stream sessions.
Conclusion:
Utilising VR technology in the context of live cadaveric teaching allows an innovative immersive experience which is easily accessible, low cost to participants and integrates the fundamentals of education. A national course with further live content is being planned for later this year.
COVID-19 has disrupted traditional training and education, requiring a shift to remote learning. Videoconferencing has limitations in surgical education, but more immersive techniques, such as 360 Virtual Reality (360VR), may have a greater role in demonstrating surgical anatomy and techniques.
In person cadaveric courses and online VR resources have independently been proven to be effective educational tools. By combining both elements, we ran the first live VR cadaveric course in Urology which aimed to bridge the current educational gaps.
Methods:
Urological operations were recorded using multiple cameras superimposed onto 360VR view. The candidates watch using headsets that hold their smartphones.
The course, run for regional trainees, covered procedures including ureteric reimplantation, glansectomy, penile fracture and open cystostomy.
Feedback was sent to candidates via an online survey.
Results:
15 people attended, with 100% survey completion rate.
Of the attendees, 72% had little or no prior VR experience, 100% thought VR was valuable with 91% saying it was very or extremely useful. 55% have attended postgraduate cadaveric courses, with 100% reporting it would be useful. 100% would attend again.
Qualitative feedback highlighted 70% benefited specifically from observing procedures that they would otherwise not experience. Improvements include obtaining higher quality VR headsets and more live stream sessions.
Conclusion:
Utilising VR technology in the context of live cadaveric teaching allows an innovative immersive experience which is easily accessible, low cost to participants and integrates the fundamentals of education. A national course with further live content is being planned for later this year.
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