Name
Familiarity, Useability, and Perceived Educational Value - Exploring the Impact of the HoloLens 2 Headset on the Medical Student Experience When Used During OSCE Assessments
Date & Time
Monday, June 8, 2026, 2:08 PM - 2:23 PM
Location Name
Oglethorpe G
Speakers
Authors
Amber Moore, Chelsea and Westminster Hospital, London, UK; Imperial College London, London, UK
Payal Guha, Imperial College London, London, UK
Breanainn Roberson, Imperial College London, London, UK
Dilroshini Karunaratne, Chelsea and Westminster Hospital, London, UK; Imperial College London, London, UK
Krishna Dasigan, Chelsea and Westminster Hospital, London, UK; Imperial College London, London, UK
Umika Moorjani, Chelsea and Westminster Hospital, London, UK; Imperial College London, London, UK
Ana Baptista, Imperial College London, London, UK
Brent Bartholomew, Chelsea and Westminster Hospital, London, UK; Imperial College London, London, UK
Presentation Topic(s)
Technology and Innovation
Description
PURPOSE
Objective Structured Clinical Examinations (OSCEs) are a valuable tool for
undergraduate clinical competence assessment, but ensuring inter-rater
reliability remains a challenge. Additional examiners can enhance moderation,
and more stations can improve the accuracy of the assessment. However,
examiners often have other clinical demands. The potential for remote
examination may improve availability. The HoloLens 2 is a mixed reality headset
with capabilities to facilitate video conferencing which could help with this
problem.
METHODS
During a 2-day formative undergraduate medical OSCE at a London teaching
hospital, an in-person examiner wore the HoloLens, live-streaming the OSCE to
remote examiners. Using questionnaires and mini-focus group data, this study
explored the impact on student experience of this setup compared to in-person
examination alone. The students’ views regarding its incorporation into
future assessments were also explored.
RESULTS
Students highlighted the effect of surmountable setup unfamiliarity and
technical issues, and perceived educational value on the student experience.
The majority of students felt the presence of the HoloLens didn’t affect
their performance or communication with the in-person examiner and most denied
feeling distracted by its presence. Most students felt the HoloLens OSCE
format was acceptable, favouring its integration into formative assessment.
Students outlined how improvements including better technological reliability
would be needed especially prior to incorporation into summative assessments.
CONCLUSIONS
These results were consistent with previous research and add to the
literature by emphasising the importance of familiarity, resolution of
technical issues and allowing students to see the perceived educational
benefit, to improve the student experience and the success of new technology
implementation. The use of mixed reality headsets in OSCE assessments could
provide richer feedback and improve moderation, enhancing learning
opportunities and adding value to OSCE assessments.
Objective Structured Clinical Examinations (OSCEs) are a valuable tool for
undergraduate clinical competence assessment, but ensuring inter-rater
reliability remains a challenge. Additional examiners can enhance moderation,
and more stations can improve the accuracy of the assessment. However,
examiners often have other clinical demands. The potential for remote
examination may improve availability. The HoloLens 2 is a mixed reality headset
with capabilities to facilitate video conferencing which could help with this
problem.
METHODS
During a 2-day formative undergraduate medical OSCE at a London teaching
hospital, an in-person examiner wore the HoloLens, live-streaming the OSCE to
remote examiners. Using questionnaires and mini-focus group data, this study
explored the impact on student experience of this setup compared to in-person
examination alone. The students’ views regarding its incorporation into
future assessments were also explored.
RESULTS
Students highlighted the effect of surmountable setup unfamiliarity and
technical issues, and perceived educational value on the student experience.
The majority of students felt the presence of the HoloLens didn’t affect
their performance or communication with the in-person examiner and most denied
feeling distracted by its presence. Most students felt the HoloLens OSCE
format was acceptable, favouring its integration into formative assessment.
Students outlined how improvements including better technological reliability
would be needed especially prior to incorporation into summative assessments.
CONCLUSIONS
These results were consistent with previous research and add to the
literature by emphasising the importance of familiarity, resolution of
technical issues and allowing students to see the perceived educational
benefit, to improve the student experience and the success of new technology
implementation. The use of mixed reality headsets in OSCE assessments could
provide richer feedback and improve moderation, enhancing learning
opportunities and adding value to OSCE assessments.
Presentation Tag(s)
International Presenter