PD02-11 UTILISING 360 LIVE STREAMING TO DELIVER IMMERSIVE UROLOGY EDUCATION IN THE COVID-19 ERA WITH VIRTUAL REALITY IN MEDICINE AND SURGERY (VRIMS)

You have accessJournal of UrologyEducation Research I (PD02)1 Sep 2021PD02-11 UTILISING 360 LIVE STREAMING TO DELIVER IMMERSIVE UROLOGY EDUCATION IN THE COVID-19 ERA WITH VIRTUAL REALITY IN MEDICINE AND SURGERY (VRIMS) Lap Yan Leung, Theodore Malthouse, James Chong, Christopher Down, Ruairidh Crawford, Charles Coker, and Jagtar Dhanda Lap Yan LeungLap Yan Leung , Theodore MalthouseTheodore Malthouse , James ChongJames Chong , Christopher DownChristopher Down , Ruairidh CrawfordRuairidh Crawford , Charles CokerCharles Coker , and Jagtar DhandaJagtar Dhanda View All Author Informationhttps://doi.org/10.1097/JU.0000000000001966.11AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: COVID-19 has disrupted traditional training and education, requiring a shift to remote learning. Video conferencing has limitations in surgical education, but more immersive techniques, such as 360 virtual reality (360VR), may have a greater role in demonstrating surgical anatomy and techniques. In person cadaveric courses and online VR resources have independently been proven to be effective educational tools. By combining both elements, we ran the first live VR cadaveric course in Urology which aimed to bridge the current educational gaps. METHODS: A combination of lectures, live surgery and recordings were made of Urological operations using multiple cameras superimposed onto 360VR view. The candidates watch using headsets that hold their smartphones and adjust their view by turning their head. 4K videos could also be watched without VR. The course, run for regional trainees, covered procedures including ureteric reimplantation, glansectomy, perineal urostomy, penile fracture and open approach to bladder with SPC insertion. Videos were either pre-recorded and supplemented with step-by-step lectures or live streamed allowing simultaneous questions and answers. Feedback was sent to candidates via an online survey. RESULTS: 15 people attended, with 100% survey completion rate. Of the attendees, 72% had little or no prior VR experience, 100% thought VR was valuable with 91% saying it was very or extremely useful. 55% have attended postgraduate cadaveric courses, with 100% reporting it would be useful. 100% thought VR added to their learning experience and 100% would attend again. Qualitative feedback highlighted 70% benefited specifically from observing procedures that they would otherwise not experience. Improvements include obtaining higher quality VR headsets and more live stream sessions. CONCLUSIONS: Utilising VR technology in the context of live cadaveric teaching allows an immersive innovative experience which is easily accessible, low cost to participants and integrates the fundamentals of education. We are planning a national course with further live content later this year. Source of Funding: Stryker Endoscopy © 2021 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 206Issue Supplement 3September 2021Page: e41-e42 Advertisement Copyright & Permissions© 2021 by American Urological Association Education and Research, Inc.Metrics Author Information Lap Yan Leung More articles by this author Theodore Malthouse More articles by this author James Chong More articles by this author Christopher Down More articles by this author Ruairidh Crawford More articles by this author Charles Coker More articles by this author Jagtar Dhanda More articles by this author Expand All Advertisement PDF downloadLoading ...