A role for wearable micro-technology in medical education research.

Abstract

Introduction: Research on innovative teaching methods in medical education is rightly focussed on the questions of ‘how, why and for whom’. Central to this tenant is gaining an understanding of the learning processes involved. This study explores a novel method of collecting in-depth qualitative data on in-situ student learning processes using wearable micro-technology in the form of GoPro cameras. Method: A mixed-methods study of an innovative educational Escape-Chamber physical learning environment for year 2 medical students was undertaken (n=151). The use of wearable video-recording technology garnered over 8 hours of first-person perspective video demonstrating student learning processes. Data analysis was undertaken using Nvivo qualitative analysis software, with two researchers separately undertaking open coding. Coding trees were reconciled, and themes were elicited. These data were triangulated with the more traditional evaluation processes of post-learning questionnaires and focus groups. Findings: Four main themes were identified from the video data of the student learning processes during their participation: cognitive process, metacognitive processes, both positive and negative collaborative learning and reaction to feedback. The data also highlighted key characteristics of the learning environment (immersive, tactile, physical, the provision of immediate feedback). These enhanced the focus-group and questionnaire data. Conclusion: This study demonstrates the value of adding wearable video micro-technology to the arsenal of qualitative research techniques when evaluating a medical education innovation. It demonstrates how important learning processes can be understood using visual and auditory data, and how it works to supplement existing techniques. It also supports the use of in-situ video as a medium of dissemination for the demonstration of teaching innovations, facilitating more analogous replication and critique.