What is in this article?:
Despite concerns over the technology's potential to cause learners to breach patient privacy and violate copyrights, Google Glass is a growing presence in the healthcare field—and its meetings. Here are some reasons why you may want to incorporate the technology into your upcoming.
What’s on the horizon for Google Glass
Looking ahead, there may be a number of additional applications using Google Glass that are potentially transformative for medical education.
Imagine if, instead of taking notes on a paper, a learner could scribble digital notes on top of his or her video of the presentation. This type of “augmented reality” would allow individuals to capture lecture notes while simultaneously contextualizing their own thoughts in a digital record.
“Learners can make verbal notes and visual notes, on top of their written or typed notes, so it enhances learning,” says Grossmann.
One area that Glass surely enhances is remote competency assessment. In a sense, Glass expands the live education setting beyond the same room, building, or city. It offers a unique, first-person perspective to educators as to how a clinician uses a device, on-boards new staff, interacts with patients and families, provides training to peers, and much more.
In addition, Glass can enable feedback from a unique perspective—that of the patient. “A promising potential option, especially for medical students during trial examinations, is to allow a patient to wear Google Glass during a clinical interview,” says Vahabzadeh. “Seeing the students’ interactions, patient engagement, and conversational style may be particularly powerful if it occurs from a patient’s first-person view.”
Glass also could enable new training opportunities for medical educators. “The use of Google Glass to record patient interactions and procedures would allow the trainee and their supervisor to review key events during supervision at a later time,” Vahabzadeh adds. “This asynchronous supervision tool can be useful to optimize and enhance already competent medical practice.” Expanding this same concept to CME, Glass could enable clinicians to submit content for review by, serving as a sequential followup to a live educational setting or a standalone educational opportunity around a topic, treatment, or barrier to optimal care.
“Glass profoundly changes the way I could teach,” adds Grossmann. “In a short time Glass will be a much more common tool in medical schools, where both teachers and students have no fear of trying out new things.”