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#35838 Beginning of something new – international collaboration teaching ultrasound-guided regional anaesthesia (UGRA) via virtual reality (VR)
  1. Jan Man Wong1,
  2. Fiona Linton2,
  3. Pei Jean Ong3,
  4. Ryan Rhys Ellis4,
  5. Maria Kansenga5,
  6. Lionelle Tchokam6 and
  7. Raymond Ndikontar7
  1. 1Anaesthesia and Perioperative Medicine, Royal London Hospital, London, UK
  2. 2Anaesthesia and Perioperative Medicine, University Hospital of Southampton, Ringwood, UK
  3. 3Anaesthesia and Perioperative Medicine, Sheffield Teaching Hospitals NHS Foundation Trust, Sheffield, UK
  4. 4Anaesthesia and Perioperative Medicine, Mbale Regional Referral Hospital, Mbale, Uganda
  5. 5Anaesthesia and Perioperative Medicine, Univesrity Teaching Hospital, Lusaka, Zambia
  6. 6Anaesthesia and Perioperative Medicine, Emergency Centre Yaoundé, Yaoundé, Cameroon
  7. 7Anaesthesia and Perioperative Medicine, Gynaeco-Obstetric and Paediatric Hospital, Yaoundé, Yaoundé, Cameroon


Please confirm that an ethics committee approval has been applied for or granted: Not relevant (see information at the bottom of this page)

Background and Aims Since the Lancet Commission 2015, research and education have been high on the agenda for international collaboration. Global Anaesthesia Surgery Obstetric Collaboration (GASOC) and Virtual Reality in Medicine and Surgery (VRiMS) collaborated with Kabale University, Uganda to deliver a two-day anaesthetic workshop on advanced airway and USRA. Specific skills were identified from a learning needs assessment and expert African faculty was sought to ensure context-specific teaching.

Methods Anaesthetic officers from the Kigezi region, which serves a population of 1.2 million, attended the teaching session. Plan A blocks, video laryngoscopy and front-of-neck access were demonstrated, recorded, and live-streamed using 360 VR technology (figure 1). Feedback comprising qualitative and quantitative data was collected.

Results The capture rate of feedback was 91.4% (43 out of 47 attendees) with a positive rating in most skills sessions (figure 2). Learners reported an increase in knowledge (‘better understanding of ultrasound’), acquisition of new skills (‘know how to block’) and behavioural change (‘feel I can offer pain-free anaesthesia’) (figure 3).

Conclusions At the time of writing, this is the first course engaging an all-African faculty in conducting training and educational research in VR and USRA. We are proud to have achieved a gender-equal faculty. Moving forward, we aim to allocate more time and equipment to improve faculty:learner ratio. We also hope to collaborate with Butterfly iQ and the African Society of Regional Anaesthesia (AFSRA) to provide further teaching in 3- and 6-months. This aims to sustain behavioural changes that will ultimately improve patient safety outcomes.

Abstract #35838 Figure 1

Virtual reality-enhanced teaching session

Abstract #35838 Figure 2

Learners’ rating of individual sessions

Abstract #35838 Figure 3

World Cloud gathered from the ‘Three Take Home Messages’

  • ultrasound guided regional anesthesia
  • UGRA
  • Education
  • Virtual Reality

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