Utilising Immersive Video Technology to improve Medical Student Education in an Operating Theatre Environment.

ABSTRACT

Background: Educational opportunities in operating theatres are finite resources, therefore utilising them effectively is essential. Immersive video technology (IVT) may achieve this by exposing students to high-fidelity scenarios. In this study, we describe impact of IVT on student understanding of an orthopaedic procedure, barriers to surgical education, appreciation of theatre logistics and its effect on career aspirations. Methods: Purposive sampling was used to recruit UK medical undergraduates. An electronic questionnaire was developed using previous studies in the field. Half of the questionnaire was completed prior to a three-minute video describing a surgical procedure, and the second half of the questionnaire was completed after. The study design allowed researchers to collect paired qualitative data on the impact of IVT on students' subjective understanding of carpal tunnel decompression surgery and interest in surgical careers. Results: Out of 980 contacted, 207 respondents completed the 'pre' and 'post' video questionnaires. Following the video intervention, understanding of operative principles increased from 3.3 ± 0.16 (95% CI1-7) to 6.1 ± 0.16 (95% CI3-10, p < 0.0001). 81% of respondents reported they would feel more confident attending a carpal tunnel decompression in theatre post-video, with 60% feeling less apprehensive and 72% stating they would feel more engaged if they were shown a short educational video beforehand. Interest in pursuing a career in surgery increased from 3.9 ± 0.30 (95% CI1-10) before watching the video to 4.2 ± 0.28 (95% CI1-10, p < 0.0001), post-video. Conclusions: This study supports the use of immersive multimedia to enhance medical education in surgery which may stimulate student interest in surgical careers.