Mahalakshmi Venkatesan Natrajan¹
Rajkumar Elanjeran²
1 AVMC, VMRF DU, India
2 AVMC, VMRF DU 

Creating real-time performance capture and assessment system for large number of medical students to master procedural skills in low-resource setting poses unique challenges and requires technology-driven, targeted approach. We describe our experience using Simcapture using mobile phones to train and assess 64 medical interns in procedural skills during the ‘Boot camp’ conducted at the beginning of internship at a medical college in India. 

Methods:
We identified 14 Essential Procedural Skills for training medical interns using manikins and task trainers and developed checklists. Real-Time Performance Capture of learners through live Video Recording using handheld or mounted Smartphones was done. 

Multiple reviews of the recordings for formative learning was done using guided checklists, by self, peers and facilitators. Trials and deliberate practice was encouraged. Based on real- time analysis, detailed immediate feedback on errors, deviations from proper technique, or safety concerns, in each attempt was offered ensuring tailored, adaptive learning. Assessment and certification was completed. 

To ensure successful implementation, 

a. Capacity Building and Train-the-Trainers session to facilitate the technology's transfer prior to the actual program was done 

b. Support on technical/ instructional issues 

c. Pilot Testing was carried to identify usability challenges, refine checklists and adaptability to local conditions. 

o Partnerships with the technology provider ensured resource-sharing and planning.

Results:

The data was analysed for students' achievement. Students requiring additional training and error-prone steps/ stations were identified for remediation. Concordance of marking was found between self and peer assessment with some variations with facilitator marking. The feedback confirmed the usefulness and viability of the process and ease of use of technology. 

Summary:
Success of our technology-driven approach hinges on its adaptability to unique challenges of low-resource setting, including device availability, connectivity limitations, and local educational contexts. Regular feedback from educators and learners is crucial for continuous improvement. 

References (maximum three) 

1. Sarah Yardley, Pim W. Teunissen & Tim Dornan (2012) Experiential learning: AMEE Guide No. 63, Medical Teacher, 34:2, e102-e115, DOI: 10.3109/0142159X.2012.650741 

2. Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Med Teach. 2013 Oct;35(10):e1511-30. doi: 10.3109/0142159X.2013.818632. Epub 2013 Aug 13. PMID: 23941678. 

3. Guze PA. Using Technology to Meet the Challenges of Medical Education. Trans Am Clin Climatol Assoc. 2015;126:260-70. PMID: 26330687; PMCID: PMC4530721.