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Medical Education

Using 360-degree video for teaching emergency medicine during and beyond the COVID-19 pandemic

, , , , &
Pages 1520-1530 | Received 18 Apr 2021, Accepted 13 Aug 2021, Published online: 06 Oct 2021

Figures & data

Figure 1. Study flow diagram. The three arms show the framework of data collection: (a) students' attitudes towards the video 360 technology, its appropriateness in EM, and its general effectiveness, by online anonymous questionnaires; (b1) students' assessment by multiple-choice questionnaires; (b2) students' assessment by interview-based oral examination. Abbreviations: CPR: Cardio-Pulmonary Resuscitation; ECG: electrocardiogram; ICT: Information and Communication Technology.

Figure 1. Study flow diagram. The three arms show the framework of data collection: (a) students' attitudes towards the video 360 technology, its appropriateness in EM, and its general effectiveness, by online anonymous questionnaires; (b1) students' assessment by multiple-choice questionnaires; (b2) students' assessment by interview-based oral examination. Abbreviations: CPR: Cardio-Pulmonary Resuscitation; ECG: electrocardiogram; ICT: Information and Communication Technology.

Table 1. Students' perceptions about the contribution of the video 360 scenarios to their learning, and students' attitudes towards using video 360 for education in emergency medicine and general medical education (anonymous answers).

Table 2. Results of students' assessment in January 2021 (video 360 scenarios employed) and January 2020 (on-site teaching, including manikin simulations; no video scenarios).

Table 3. Matrix of the coefficients of correlation for the nine explicit five-point criteria employed in the independent assessment during the interview-based oral/practical evaluation.

Supplemental material

Supplemental Material

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Data availability statement

Additional data are available upon reasonable request.