Student perspectives on using egocentric video recorded by smart glasses to assess communicative and clinical skills with standardised patients

• Published in: European journal of dental education Vol. 22; no. 2; pp. 73 - 79
• Main Authors: Zahl, D. A., Schrader, S. M., Edwards, P. C.
• Format: Journal Article
• Language: English
• Published: England Blackwell Publishing Ltd 01-05-2018
• Subjects: Cameras; Dental schools; Dentistry; egocentric vision; Head and neck; Interpersonal communication; peer assessment; self‐assessment; Sensory integration; smart glasses; standardised patients; Statistical analysis; Students; Verbal communication; video review; peer assessment; self-assessment; video review; standardised patients; egocentric vision; smart glasses
• ISSN: 1396-5883; 1600-0579
• DOI: 10.1111/eje.12217

Introduction
This exploratory study evaluated student perceptions of their ability to self‐ and peer assess (i) interpersonal communication skills and (ii) clinical procedures (a head and neck examination) during standardised patient (SP) interactions recorded by Google Glass compared to a static camera.
Methods
Students compared the Google Glass and static camera recordings using an instrument consisting of 20 Likert‐type items and four open‐ and closed‐text items. The Likert‐type items asked students to rate how effectively they could assess specific aspects of interpersonal communication and a head and neck examination in these two different types of recordings. The interpersonal communication items included verbal, paraverbal and non‐verbal subscales. The open‐ and closed‐text items asked students to report on more globally the differences between the two types of recordings. Descriptive and inferential statistical analyses were conducted for all survey items. An inductive thematic analysis was conducted to determine qualitative emergent themes from the open‐text questions.
Results
Students found the Glass videos more effective for assessing verbal (t22 = 2.091, P = 0.048) and paraverbal communication skills (t22 = 3.304, P = 0.003), whilst they reported that the static camera video was more effective for assessing non‐verbal communication skills (t22 = −2.132, P = 0.044). Four principle themes emerged from the students' open‐text responses comparing Glass to static camera recordings for self‐ and peer assessment: (1) first‐person perspective, (2) assessment of non‐verbal communication, (3) audiovisual experience and (4) student operation of Glass.
Discussion and conclusion
Our findings suggest that students perceive that Google Glass is a valuable tool for facilitating self‐ and peer assessment of SP examinations because of students’ perceived ability to emphasise and illustrate communicative and clinical activities from a first‐person perspective.