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Updated: May 10, 2025
Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering
Published on: June 23, 2023
Mixed Reality for Remote Procedural Training and Assessment: A Feasibility Study
Junko Tokuno1, Gerald M Fried2, Pepa Kaneva3
1Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal, Canada.
Objective:
Mixed reality (MR) enables real-time telecommunication with verbal and virtual information. We aimed to build a proof of concept and evaluate MR's feasibility for remote personalized technical skill training for chest tube insertion technique.
Design:
Nonexperimental correlational design.
Setting:
A commercial MR software was used to communicate between the participant's head-mounted display and the instructor's laptop. Study participants followed the instructions of an off-site instructor delivered by means of virtual annotations and verbal guidance while performing chest tube insertion on a mannequin. Expert-participants assessed the educational applicability of this teaching approach by a 5-point Likert scale. Non-expert-participants then performed the procedure without the instructions, while technical skills were assessed using a modified Objective Structured Assessment of Technical Skills by 2 experts, 1 rater present on-site and the other observing the performance remotely through the MR system. Non-expert-participants reported the usability of the system using the System Usability Scale (SUS). Inter-rater reliability (remote vs in-person) was calculated using the interclass correlation coefficient (ICC). Data are reported as median (interquartile range).
Participants:
Five experts and 17 nonexpert individuals (10 medical trainees, 3 nurses, and 4 engineering students).
Results:
Experts evaluated the teaching with the MR system for remote procedural training useful (4.8 out of 5). The overall SUS score was excellent at 87.5 (77.5-95.0). Scores of in-person and remote technical skill assessment were 45 (39-47), and 44 (37-49) out of 50, respectively. ICC was 0.94.
Conclusions:
We successfully established a proof of concept of an MR system for remote procedural training. The system was well-received both by experts and nonexperts, and this teaching approach led to sufficient proficiency in technical skill among non-expert-participants. Reliability of technical skill assessment between via remote and direct observation was excellent. MR is a promising technology for remote instruction and assessment in procedural training.
