Bui Dung T, Barnett Tony, Hoang Ha, Chinthammit Winyu
Centre for Rural Health, School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, Australia.
Human Interface Technology Laboratory, School of Information and Communication Technology, College of Sciences and Engineering, University of Tasmania, Launceston, Australia.
JMIR Med Educ. 2023 Oct 2;9:e47228. doi: 10.2196/47228.
BACKGROUND: Telementorship provides a way to maintain the professional skills of isolated rural health care workers. The incorporation of augmented reality (AR) technology into telementoring systems could be used to mentor health care professionals remotely under different clinical situations. OBJECTIVE: This study aims to evaluate the usability of AR technology in telementorship for managing clinical scenarios in a simulation laboratory. METHODS: This study used a quasi-experimental design. Experienced health professionals and novice health practitioners were recruited for the roles of mentors and mentees, respectively, and then trained in the use of the AR setup. In the experiment, each mentee wearing an AR headset was asked to respond to 4 different clinical scenarios: acute coronary syndrome (ACS), acute myocardial infarction (AMI), pneumonia severe reaction to antibiotics (PSRA), and hypoglycemic emergency (HE). Their mentor used a laptop to provide remote guidance, following the treatment protocols developed for each scenario. Rating scales were used to measure the AR's usability, mentorship effectiveness, and mentees' self-confidence and skill performance. RESULTS: A total of 4 mentors and 15 mentees participated in this study. Mentors and mentees were positive about using the AR technology, despite some technical issues and the time required to become familiar with the technology. The positive experience of telementorship was highlighted (mean 4.8, SD 0.414 for mentees and mean of 4.25, SD 0.5 for mentors on the 5-point Likert scale). Mentees' confidence in managing each of the 4 scenarios improved after telementoring (P=.001 for the ACS, AMI, and PSRA scenarios and P=.002 for the HE scenario). Mentees' individual skill performance rates ranged from 98% in the ACS scenario to 97% in the AMI, PSRA, and HE scenarios. CONCLUSIONS: This study provides evidence about the usability of AR technology in telementorship for managing clinical scenarios. The findings suggest the potential for this technology to be used to support health workers in real-world clinical environments and point to new directions of research.
背景：远程指导为偏远地区的医护人员提供了一种保持专业技能的途径。将增强现实（AR）技术融入远程指导系统可用于在不同临床情况下对医护人员进行远程指导。 目的：本研究旨在评估AR技术在模拟实验室中远程指导管理临床场景的可用性。 方法：本研究采用准实验设计。分别招募经验丰富的卫生专业人员和新手卫生从业者担任指导者和被指导者，然后对他们进行AR设备使用培训。在实验中，要求每位佩戴AR头显的被指导者应对4种不同的临床场景：急性冠状动脉综合征（ACS）、急性心肌梗死（AMI）、肺炎对抗生素的严重反应（PSRA）和低血糖急症（HE）。他们的指导者使用笔记本电脑按照为每个场景制定的治疗方案提供远程指导。使用评分量表来衡量AR的可用性、指导效果、被指导者的自信心和技能表现。 结果：共有4名指导者和15名被指导者参与了本研究。尽管存在一些技术问题以及熟悉该技术所需的时间，但指导者和被指导者对使用AR技术持积极态度。远程指导的积极体验得到了凸显（在5分制李克特量表上，被指导者的平均分为4.8，标准差为0.414；指导者的平均分为4.25，标准差为0.5）。远程指导后，被指导者在管理这4种场景中的每一种的信心都有所提高（ACS、AMI和PSRA场景的P值为0.001，HE场景的P值为0.002）。被指导者的个人技能表现率在ACS场景中为98%，在AMI、PSRA和HE场景中为97%。 结论：本研究提供了关于AR技术在远程指导管理临床场景方面可用性的证据。研究结果表明该技术在现实临床环境中支持卫生工作者的潜力，并指出了新的研究方向。
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