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Seeing Yourself Through the Learner's Eyes: Incorporating Smart Glasses Into Objective Structured Teaching Exercises
Trent Reed1, Sarah Wagner, Gregory Ozark
1Dr. Reed: Professor, Departments of Emergency Medicine and Medical Education, Stritch School of Medicine, Loyola University Chicago, Maywood, IL. Dr. Wagner: Professor, Departments of Obstetrician-Gynecologist and Medical Education, Stritch School of Medicine, Loyola University Chicago, Maywood, IL. Dr. Ozark: Professor, Departments of Internal Medicine and Medical Education, Stritch School of Medicine, Loyola University Chicago, Maywood, IL. Ms. Chaidez: Administrative Director, Department of Medical Education, Stritch School of Medicine, Loyola University Chicago. Dr. Boyle: Clinical Associate Professor, Departments of Emergency Medicine and Medical Education, Stritch School of Medicine, Loyola University Chicago, Maywood, IL. Dr. Gruener: Professor, Departments of Neurology and Medical Education, Stritch School of Medicine, Loyola University Chicago, Maywood, IL.
Smart glasses (SG) offer a unique first-person perspective for faculty development in Objective Structured Teaching Exercises (OSTEs). Physicians found SG provided valuable feedback on non-verbal cues, enhancing teaching quality.
Area of Science:
- Medical Education
- Technology in Education
- Faculty Development
Background:
- Physicians possess clinical expertise but often lack formal training in teaching and feedback delivery.
- Objective Structured Teaching Exercises (OSTEs) are valuable for faculty development, but novel methods are needed to enhance learner perspective.
- The use of smart glasses (SG) for a first-person learner perspective in faculty development has not been previously explored.
Purpose of the Study:
- To explore the utility of smart glasses (SG) in providing a first-person learner perspective during Objective Structured Teaching Exercises (OSTEs).
- To assess physician comfort and perceived benefits of using SG for faculty development in providing feedback.
Main Methods:
- A descriptive study was conducted within a continuing medical education course.
- Participants (physicians) provided feedback to a standardized student during an OSTE, recorded via wall cameras and SG.
- Participants reviewed recordings, completed a survey on their SG experience, and wrote a narrative reflection.
Main Results:
- All participants were comfortable with SG use and reported no communication impact.
- 85% of participants felt SG provided additional feedback (e.g., eye contact, body language) compared to wall cameras.
- 86% saw value in SG for faculty development, with 79% believing it would improve teaching quality.
Conclusions:
- Smart glasses (SG) offer a non-distracting and positive experience for faculty development in OSTEs.
- SG effectively capture affective feedback, such as non-verbal cues, that are not discernible through standard wall-mounted cameras.
