Abstract:

The ClinicalModelling (CM) project was conceived to address the increasing demand for innovation in healthcare education, particularly in response to the rapidly evolving landscape of medical procedures and the growing need for digitalisation within the sector. Funded by the Erasmus+ Alliances Partnerships for Innovation initiative, CM supported the development of competences through video self-modelling and video modelling techniques, aiming to create sustainable methodologies for embedding digital tools into healthcare curricula, promoting reflective practice, improving competence acquisition, and empowering healthcare professionals.

This implementation unfolded in two distinct contexts:
i. First, the project focused on the application of smart glasses and video-modelling in real healthcare settings by surgeons and scrub nurses across the four partner countries (Portugal, Poland, Slovenia, and Spain). Eight surgical teams participated by recording, editing, and reflecting on clinical procedures, where the videos produced were not only used for technical analysis but also to foster a culture of reflective practice and team collaboration.
Challenges identified included video editing workloads, ergonomic issues with smart glasses, and technical limitations such as a limited field of view and short battery life. These challenges were mitigated by delegating editing tasks to technical staff and providing tutorial videos for support.
ii. In contrast, CM also tested the feasibility and pedagogical effectiveness of video-modelling in real educational contexts by undergraduate, graduate, and postgraduate nursing students from the same four countries. The methodology focused on structured clinical procedures, and students in the experimental group used smart glasses to record their performances, which were later reviewed in debriefing sessions with instructors. In comparison, the control group followed traditional teaching methods and received only verbal feedback.

The results from this phase demonstrated that video self-modelling significantly enhanced students’ ability to identify errors, consolidate competences, and take greater responsibility for their learning. It also revealed consistent gains, particularly in coping abilities and problem-solving skills through video review. Additionally, teachers noted improvements in engagement, concentration, and procedural accuracy among students using video modelling.

Across both contexts, the results confirmed that this is an effective and scalable approach. The project strengthened interprofessional collaboration through structured debriefing sessions where surgical teams reflected collectively on their performances as well as facilitated cross-departmental collaboration and promoted a culture of innovation, integrating clinical, academic, and technical teams. Additionally, the successful production of over 96 high-quality clinical procedure videos, exceeding initial expectations, demonstrated the scalability and sustainability of this methodology across various healthcare contexts.

According to this, it is safe to affirm that the project proves that video-modelling with smart glasses is a feasible, impactful, and transferable tool for healthcare education. By combining technological innovation with pedagogical structure and reflective practice, the project has developed a methodology that empowers students and professionals, strengthens teamwork, and creates reusable educational resources.

Keywords:

Video-modelling, healthcare education, professional development.