Willis Charlotte, Dawe Jessica, Leng Christopher
Northampton General Hospital, Northampton, UK.
The University of Oxford, Oxford, UK.
J Intensive Care Soc. 2024 Feb;25(1):89-94. doi: 10.1177/17511437231178207. Epub 2023 Jun 5.
Medical students receive relatively little exposure to intensive care medicine throughout their undergraduate training. The COVID-19 pandemic further hindered students' exposure with the entrance to intensive care units (ICU) limited. To address the problem, this study explored the use of assisted reality technology to create a smart classroom in intensive care.
Six intensive care teaching sessions were live streamed to groups of medical students ( = 33) using wearable assisted reality glasses, and the results were pooled for analysis. Feedback from students and educators was collected using the evaluation of technology-enhanced learning materials (ETELM).
The response rate for the ETELM-learner and ETELM-educator perceptions was 100%. Students strongly agreed that the session was well organised, relevant and that the navigation of technology-based components was logical and efficient. Students strongly disagreed that their learning was negatively affected by technology issues. Educators reported some difficulties with balancing teaching delivery alongside the clinical demands of the ICU and some minor technological issues.
There is potential for smart classrooms to revolutionise intensive care education. The use of smart classrooms on intensive care using assisted reality technology was well received by students and educators. The main limitations included the cost of the technology and risk of technology issues. There is a significant role for smart classrooms to continue in the post-pandemic period as they provide an open and safe platform for students to explore intensive care medicine and ask questions that they may feel less able to raise in the busy clinical environment.
医学生在本科培训期间接触重症医学的机会相对较少。新冠疫情进一步限制了学生进入重症监护病房（ICU），从而减少了他们的接触机会。为解决这一问题，本研究探索了使用增强现实技术在重症监护领域创建智能教室。
利用可穿戴增强现实眼镜对六次重症监护教学课程进行了直播，参与的医学生群体（n = 33），并汇总结果进行分析。通过对技术增强学习材料（ETELM）的评估收集学生和教育工作者的反馈。
ETELM-学习者和ETELM-教育工作者认知的回复率为100%。学生们强烈同意课程组织良好、内容相关，且基于技术的组件导航逻辑清晰、高效。学生们强烈不同意他们的学习受到技术问题的负面影响。教育工作者报告称，在平衡教学与ICU临床需求方面存在一些困难，以及一些小的技术问题。
智能教室有潜力彻底改变重症监护教育。使用增强现实技术的重症监护智能教室受到了学生和教育工作者的好评。主要限制包括技术成本和技术问题风险。在疫情后时期，智能教室将继续发挥重要作用，因为它们为学生提供了一个开放且安全的平台，让他们探索重症医学，并提出在繁忙临床环境中可能不太敢提出的问题。
