"Victor Babes" University of Medicine and Pharmacy, Timisoara, Romania.
"Pius Brinzeu" Emergency Clinical County Hospital, Timisoara, Romania.
Ann Med. 2021 Dec;53(1):1520-1530. doi: 10.1080/07853890.2021.1970219.
During the COVID-19 pandemic, emergency medicine (EM) teachers had to employ innovative methods to ensure the continuity of the education process. The purpose of this study was to explore the adequacy of the 360-degree video (video 360) technology in EM education in the context of: (a) students' attitudes towards the video 360; (b) students' academic performance in their required examination at the end of the EM course compared to the assessment results of students from the previous academic year.
A mixed-method research project enrolled the fourth-year medical students who attended the required EM course during the first semester of the academic year 2020-2021 when all activities with undergraduate students went online and teaching scenarios recorded in the video 360 format were employed. Data collection was two-fold: (a) anonymous questionnaires, complemented with basic YouTube analytics; (b) multiple-choice questionnaires (MCQ) and oral examination, contrasting the results with those in 2019-2020. Data analysis used descriptive statistics and non-parametric methods.
Seventy-nine students (53 females and 26 males) participated in the project and all completed the EM course. Students' interest in and their acceptance of the video 360 technology were high (total scoring in the upper 20% of the respective scales), with consistently good performance in two parallel, independent, interview-based oral/practical evaluations (Spearman correlation coefficient = 0.665, < .001). The majority scored over 90% in the summative MCQ, with higher values compared to their colleagues' during the previous academic year (with on-site teaching): scoring percentages with mean ± standard deviation of 92.52 ± 4.57 and 76.67 ± 18.77, respectively.
Our project showed that the video 360 scenarios were effective in teaching EM. In the long term, employing this accessible and inexpensive educational approach would add value to on-site training by enriching the exposure to a specific ED environment.KEY MESSAGESMedical students valued the 360-degree video scenarios as contributing substantially to their EM knowledge and preparedness.Examination results confirmed the 360-degree video scenarios as viable in EM teaching.The 360-degree video technology would be a sustainable solution for hybrid medical teaching in the long term.
在 COVID-19 大流行期间，急诊医学（EM）教师必须采用创新方法来确保教育过程的连续性。本研究的目的是探讨 360 度视频（视频 360）技术在 EM 教育中的充分性：（a）学生对视频 360 的态度；（b）与上一学年学生的评估结果相比，学生在 EM 课程结束时的必修课考试中的学术表现。
一项混合方法研究项目招募了第四年的医学生，他们在 2020-2021 学年第一学期参加了必修的 EM 课程，在此期间，所有与本科生的活动都转为线上进行，并采用了视频 360 格式记录的教学场景。数据收集分为两部分：（a）匿名问卷，辅以基本的 YouTube 分析；（b）多项选择题（MCQ）和口试，与 2019-2020 年的结果进行对比。数据分析采用描述性统计和非参数方法。
79 名学生（53 名女性和 26 名男性）参加了该项目，所有学生都完成了 EM 课程。学生对视频 360 技术的兴趣和接受度都很高（在各自的量表中得分均在前 20%），在两次平行的、独立的、基于访谈的口试/实践评估中表现一致良好（Spearman 相关系数为 0.665，<.001）。大多数学生在总结性 MCQ 中得分超过 90%，与上一学年（现场教学）的同事相比，得分更高：分别为 92.52±4.57%和 76.67±18.77%。
我们的项目表明，视频 360 场景在 EM 教学中是有效的。从长远来看，采用这种易于访问且价格低廉的教育方法将通过丰富对特定 ED 环境的接触，为现场培训增添价值。
医学生认为 360 度视频场景对他们的 EM 知识和准备有很大的贡献。考试结果证实，360 度视频场景在 EM 教学中是可行的。360 度视频技术将成为长期混合医学教学的可持续解决方案。
