Immersive learning in obstetrics: a 360-degree video for teaching the management of premature rupture of membranesOBJECTIVE: The aim of this study was to evaluate the performance and perception of a 360-degree video as an educational tool for medical students in the management of premature rupture of membranes.
METHODS: A prospective interventional study was conducted with fifth-year medical students. Participants watched a 10-min, 360-degree video simulating a complete premature rupture of membranes case, from anamnesis to prescription. Student perceptions were assessed using a questionnaire with a five-point Likert scale, covering technical quality, comprehension of clinical procedures, and pedagogical impact. A subgroup analysis compared outcomes based on the viewing device (mobile phone vs. computer).
RESULTS: A total of 60 medical students were included in this study. The video intervention received a highly favorable evaluation. Students reported high rates of comprehension for key clinical decision-making elements, including the indication for hospital admission (60 students, 100%) and the rationale for antibiotic therapy (59 students, 98.3%). The experience positively influenced student motivation (53 students, 88.3%) and heightened their interest in obstetrics (45 students, 75.0%). No statistically significant (p>0.05) differences were found between the proportion of positive responses (agree and strongly agree) according to the device used to watch the 360-degree video: mobile phone (n=34, 56.7%) vs. computer (n=26, 43.3%).
CONCLUSION: The use of 360-degree video is an effective and well-received pedagogical tool for teaching complex obstetric scenarios. Its comparable effectiveness on both mobile and computer platforms underscores its potential as an accessible and scalable resource to better prepare students for the practical challenges of the obstetrics and gynecology clerkship.
KEYWORDS:
Education; medical; Simulation training; Virtual reality; Obstetrics; Fetal membranes; premature rupture