Juntendo medical journal · 2025
Examining Physical Therapy Students' Subjective Mastery of Simulated Clinical Practice Using Smart Glasses to Share Teacher's Visual Field Information.
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Takahashi Yoko, Yamaguchi Tomofumi, Sumise Yoji, Fujino Yuji, Muroi Kenzo, Takahashi Tetsuya, Fujiwara Toshiyuki, Daida Hiroyuki
Аннотация
OBJECTIVES: Physical therapy education depends on hands-on training. However, the COVID-19 pandemic limited face-to-face demonstrations. This study considers the use of smart glasses, devices that allow real-time information sharing from remote locations. We investigated the efficacy of teachers' use of smart glasses during a class on students' subjective mastery of applying neuromuscular electrical stimulation (NMES).
METHODS: 119 second-grade students from the physical therapy department were randomly divided into three groups: smart glasses demonstration combined with video watching (smart glasses, n = 40), face-to-face demonstration combined with video watching (face-to-face, n = 40), and video watching only (video only, n = 39). All groups watched a 10-minute video on NMES guidance. The smart glasses group practiced NMES while viewing a shared demonstration via smart glasses worn by the teacher. The face-to-face group received a demonstration from the teacher before practicing NMES. All groups completed a questionnaire on their mastery of NMES.
RESULTS: In terms of NMES mastery, 85% of students in the smart glasses group scored the highest, followed by 82% in the face-to-face group and 64% in the video only group. The smart glasses group found it significantly easier to view the device's operating screen during the demonstration than the face-to-face group. Conversely, concentration, and ease of asking questions were significantly higher in the face-to-face group than the smart glasses group.
CONCLUSIONS: NMES education using smart glasses could be as effective as face-to-face demonstrations in promoting students' subjective mastery, but further actions are needed to compensate for the shortcomings.
METHODS: 119 second-grade students from the physical therapy department were randomly divided into three groups: smart glasses demonstration combined with video watching (smart glasses, n = 40), face-to-face demonstration combined with video watching (face-to-face, n = 40), and video watching only (video only, n = 39). All groups watched a 10-minute video on NMES guidance. The smart glasses group practiced NMES while viewing a shared demonstration via smart glasses worn by the teacher. The face-to-face group received a demonstration from the teacher before practicing NMES. All groups completed a questionnaire on their mastery of NMES.
RESULTS: In terms of NMES mastery, 85% of students in the smart glasses group scored the highest, followed by 82% in the face-to-face group and 64% in the video only group. The smart glasses group found it significantly easier to view the device's operating screen during the demonstration than the face-to-face group. Conversely, concentration, and ease of asking questions were significantly higher in the face-to-face group than the smart glasses group.
CONCLUSIONS: NMES education using smart glasses could be as effective as face-to-face demonstrations in promoting students' subjective mastery, but further actions are needed to compensate for the shortcomings.