K. Sugand1, P. Campos1, D. Oliveira1, C. Gupte1 1Imperial College London,MSk Lab,London, London, United Kingdom
Introduction:
Didactic medical lectures are unanimously delivered through Powerpoint presentations and has become the gold-standard in practice. To observe the impact of learning using augmented reality dynamic holography (ARDH) compared to gold standard static Powerpoint (PPT) presentations in didactic lecturing.
Methods:
A prospective single-blinded randomized controlled non-inferiority trial was conducted with a 100 national medical students randomly allocated to ARDH (n=50) or Powerpoint (n=50) cohorts. Primary outcomes were objective metrics by answering (i) 20 single-best answer (SBA) exam questions before and after each modality and (ii) correlating with validated tests on educational theory including mental rotation test (MRT) and Need for Learning (NLC). Mean scores (SD; 95% CI) were calculated with significance set at p<0.05. Secondary outcomes were subjective metrics on educational impact by (i) answering a 10-point questionnaire on 7-point Likert scales and (ii) 5-minute semi-structured interview.
Results:
Objective testing: 30 (60%) participants completed SBAs in the ARDH group with a 19% improvement from a mean pre-test score of 9.0 (2.6; 95% CI 8.1-9.9) to a mean post-test mean score of 12.8 (2.9; 95% CI 11.6-13.6). In the Powerpoint group, 42 (84%) participants completed the objective testing with an improvement of 16% from a mean pre-test score of 8.8 (3.3; 95% CI 7.7-9.8) to mean post-test score of 12.0 (3.5; 95% CI 11.0-13.1). All scores were significant (p-value<0.05). Subjective testing: Thematic analysis was divided into visualization, interaction and action.
Conclusion:
Holography-assisted lecturing in medical education has been applied for the first time and compared to the traditional PPT presentations in teaching renal physiology to undergraduates. ARDH was well received by medical students as a means of providing a useful, unthreatening and enjoyable tool for learning with respect to its quality of animation, animation actions and level of interactivity. ARDH was non-inferior to traditional PPT teaching while demonstrating additional benefits of multisensory stimulation on educational impact, acceptability and correlation with MRT ability. As the technology will develop with time, ARDH may have the capacity to become the new gold standard of medical instruction.
