As educators we have a strong sense of the importance of situating students within an immersive, realistic environment, however, we are cognisant of the educational shortcomings of simply inviting students into theatres (1). We know students feel intimidated, unwelcome, ignored or burdensome in theatre, particularly in response to the actions of the surgical or nursing team (1,2). We know that simple logistics of where to stand and which doors to enter, of the potential for accidental contamination of a sterile object and of syncope or violating protocol (2) lead to increased anxiety. While the use of filmed surgical procedures is not new (4,5), the implementation of live streaming is (6), as is the use of interactive 360 VR.

We propose an alternative way centred, not on isolated skills development or instruction, but through a process whereby students becoming part of the patients’ surgical journey. In this way, skills, information, and instruction become situated within meaningful and purposeful activities. Students will follow patients from admittance to discharge studying operational procedures, leadership, communication, teamwork, and risk management within an organized real time | real life manner.