busy schedules can be a monumental task . However , tasks move much more efficiently when all players are kept up to date on the progress of the project , so we ’ ve learned that more work on the front end can alleviate many problems along the way .
We began building our network by reaching out to Dr . R . Brent Wright , who pioneered the implementation of smart glasses technology for telehealth in rural Kentucky . Once we spoke to him , we got in contact with members of the UofL School of Medicine administration and faculty who could help implement this project . This included staff from the Academic Technology Office and Undergraduate Medical Education . We also began working with our mentor , Dr . Jeff Baker , who first used the smart glasses for student shadowing in the Emergency Department . Finally , we communicated with the legal departments of the hospital and school to make sure that smart glasses could be seamlessly and safely implemented .
The infrastructure of our project involved working closely with Dr . Baker to develop a “ smart glasses manual ” that could be distributed to student groups and physicians . The manual details how to use the glasses , as well as how to use Zoom with the smart glasses interface . We also created a system for renting out the glasses from our Office of Medical Student Affairs , and a form that details the legality and confidentiality of the program .
The final and arguably most important part of our project was the technology . In order to get funding for the glasses , we campaigned the idea within the medical student body . Numerous student groups were interested in using the glasses for virtual shadowing sessions , so we orchestrated the funding process for the glasses . Our university , recognizing heightened interest for the program , allowed us the funds to purchase three pairs of Vuzix M400 glasses for use specifically by medical students . Through the process we ’ ve also taught ourselves how to navigate the hardware and software of the glasses , and how to use Zoom with the glasses .
Once we had our program implemented , it was important that we created a system to continue growing and improving our model . To gather student feedback about the virtual shadowing sessions , we developed a survey that samples students ’ thoughts about the virtual shadowing process . The survey includes questions about the smart glasses technology , the use of smart glasses in medical education , and whether students believe the use of smart glasses mitigates the barriers in shadowing that now exist due to COVID-19 .
From our survey respondents , we ’ ve learned a few great insights so far . An overwhelming majority of students who responded to the survey agreed that use of smart glasses helps alleviate the limitation of pre-clinical students ’ access to shadowing . Additionally , the majority of students indicated that their virtual shadowing experiences were comparable to their experiences shadowing in person . This data is very encouraging for us as it indicates that students are able
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to use this method of shadowing as a successful tool . It supports our intent to develop an alternative to overcome the limitations to our education that occurred due to the COVID-19 pandemic .
Additionally , half of respondents agreed that the shadowing sessions supported their preferred learning style , with the majority of respondents supporting the idea that smart glasses should be a mainstay in medical education . Perhaps most importantly , all survey takers agreed that the observations they made during the shadowing sessions will help cement concepts taught in didactic lessons during the first and / or second years of medical school . We began our project with the hope that students felt that this shadowing type could replace in-person shadowing , however this data indicates that virtual shadowing may be beneficial as a permanent tool to be utilized in medical education . We plan on tailoring our future research around this idea , and working with our school to implement this type of shadowing as a means to fill pre-clinical students ’ preceptorship requirements .
What started as a singular idea has opened countless doors in the world of medical education . Smart glasses technology has applications that can be utilized in everything from observing cadaveric dissections , to touring hospitals in the world of virtual residency interviews , to clinical shadowing from your home computer . Our project is simply a prototype that will hopefully be adopted by others who wish to continue to innovate and implement new ideas that will enhance every student ’ s medical education .
We would like to thank all of our mentors and team members who have helped make this project a success , and GLMS for giving us the opportunity to share our story .
Briana Coleman is a second-year medical student at the University of Louisville School of Medicine .
Lekha Devara is a second-year medical student at the University of Louisville School of Medicine .
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