Table 4.

Summary of Google Glass approach as clinician-centered interventions.

Source (health condition)	Purpose	Intervention description
Gillis et al, 2015 (Disaster relief)	To provide a hands-free way for doctors to be updated on the status and needed-care levels of critical-care patients	Developed a mesh network that covered a set area to allow communication between users and the hospital
		Users wore GG and could communicate with each other across the lake
		Users were then able to use the information they were getting in the field, record it, and relay it back to the hospital
Carenzo et al, 2014 (Disaster relief)	To aid in nontechnical skills in the management of disasters and mass casualty incidents	Used an app to GG to guide a Simple Triage and Rapid Treatment Triage visually
		Focused heavily on casualty identification, therefore the facial recognition capabilities for GG were used
		Visual information was then relayed to a secondary location for others to monitor
Cicero et al, 2014 (Disaster relief)	To streamline the triage system and then also offer consultations from an expert physician to those onsite	Paramedics used GG to communicate with an offsite physician disaster expert
		They assigned triage levels to victims using the SMART Triage System
		Offsite physician had an audio-video interface with paramedics so they could be observed in the offsite location
Newaz and Eide, 2015 (Disaster relief)	To provide direction to first responders in a new area	One group used GG as a tool for navigation
		The other group used a different device to navigate an unfamiliar neighborhood
		The route was preset on GG or the other device
Paxton et al, 2015 (Behavioral sciences)	To determine how interpersonal dynamics in conversation are affected by the environment	The app PsyGlass was created for GG
		The students wore GG and were presented with a series of red or blue lights as well as audio stimuli
		They had a conversation with the experimenter and their head movements were recorded through the GG accelerometer
Pappachan et al, 2014 (Diagnostics)	To assist community health workers to more efficiently diagnose patients	Uses Rafiki, a GG software that calculates age and gender and other characteristics to diagnose a patient
		Correlates between diseases, symptoms, and patients to determine the problem
Pascale et al, 2015 (Nursing – peripheral detection)	To help clinicians, such as nurses, pay attention to multiple patients while away from their station	Provided stimuli in the periphery of the nurses
		GG was used to detect and notify the nurses when something was presented in their peripheral vision
Yuan et al, 2015 (Neurology)	To make a neurological examination as accurate as possible through collaboration	A woman that suffered a right-sided dysphagia and asthenia was in the emergency department with a suspected stroke
		A local physician lacking neurological knowledge used GG to establish a teleconsult with a remote specialist who guided the physician in evaluating the patient
Chaballout et al, 2016 (Student training – health science students)	To teach health care students to respond to respiratory distress	Students watched a video while wearing GG
		Video showed a patient in respiratory distress
		Students then performed a procedure to aid respiratory distress on a manikin in front of them
Drake-Brockman et al, 2016 (Anesthesiology)	To allow anesthesiologists to monitor vitals of patients during procedures	AnaeVis was developed to run on GG, which provides visualization of patient monitoring data
		Anesthetists wore the device while treating the patient and the signals were shown and recorded
Iversen et al, 2015 (Student training – physiotherapy students)	To record 1st-person view of procedures demonstrated by instructors to relay to students for training purposes	Faculty member wore GG during the performance of clinical skills
		Video of clinical skill performance was then shown to students for the purpose of teaching
Son et al, 2015 (Student training – otolaryngology residents)	To improve otolaryngology resident training by capturing 1st-person recordings of clinic encounters for later evaluation	Residents were recorded in an outpatient clinic by patients
		Patients were then given a survey to complete that rated their satisfaction level with their visit
		Video information was evaluated by two different parties and a review was given back to residents
Spaedy et al, 2016 (Radiology)	To improve the efficiency of remote chest X-ray interpretation	Fellows reviewed 12 chest X-rays with 23 major findings by viewing the image on GG, viewing an image taken by GG on a mobile device, and viewing the original X-ray on a desktop computer
		One point was given for each major finding
Russel et al, 2014 (Student training – medical students [radiology])	To determine if GG could provide telementoring instruction in bedside ultrasonography	Students wore GG and received real-time telementoring education
		Telementoring was done by an expert at a different location
		Students’ goal was to obtain best parasternal long axis cardiac imaging using a portable GE Vscan
Wu et al, 2014 (Student training – medical students and radiology residents)	To minimize the amount of distraction caused by monitors during ultrasounds	Medical practitioner wore the GG during the ultrasound procedure
		GG screen projected images and video to the wearer
		Practitioner’s hand movements and eye movement were recorded to see if there was improvement
Widmer et al, 2014 (Dermatology and Radiology)	To improve diagnostics in dermatology and cardiology	Participants would wear GG during a consultation
		ParaDISE app was developed to be a medical image retrieval system
		GG’s visual and photo taking capabilities were utilized and then the photograph was sent into the interface and could be matched with similar images
		Those similar images were then sent to the wearer
Stetler et al, 2015 (Cardiology)	To capture and facilitate the interpretation of ECGs	ECGs were selected that had important findings
		GG zoom capabilities were used to identify each finding
		Every time a participant identified a finding they received one point
		ECGs were captured using the video function of GG
Duong et al, 2015 (Cardiology)	To facilitate the interpretation of coronary angiograms	GG’s video function was used to record angiograms with specific findings
		Students were then told to try to determine each of the findings in the angiograms
Jeroudi et al, 2014 (Cardiology)	To facilitate the interpretation of ECGs	Physicians wore GG and looked at the ECG image on the screen
		Physicians wore GG and viewed a photograph of the ECG taken using GG and then viewed on a mobile device
		Results were then compared to other methods of viewing ECGs
Vallurupalli et al, 2013, (Student training – medical students [cardiology])	To improve resident training by streaming the view of residents during simulations to attending physicians for consultation	Residents wore GG while working through four scenarios in cardiovascular practice
		Live video of the scenarios taken by GG was streamed to a mobile phone or personal computer used by the attending physician
Benninger, 2015 (Radiology)	To facilitate teaching anatomy to medical students	Students familiarized themselves with GG for 10-30 minutes using a program called MiniGames
		Students were then given tutorials in groups of 3-5 while using GG with a finger probe to identify neuromuscular and organ structures and spaces in the limbs and cavities
		Students were tested during 7 separate laboratory examinations over 1 year to identify the same structures and practice procedures
Vaughn et al, 2016 (Student training – nursing students)	To increase the perception of realism in nursing student simulations	Students were allowed 10 minutes to familiarize themselves with GG before the intervention
		Students were then given the patient report and started the simulation in which GG projected a video of an acute asthma exacerbation scenario
		1-2 Certified Healthcare Simulation Experts evaluated students’ performance
Zahl et al, 2016 (Student training – dental students)	To facilitate self- and peer-assessment of standardized patient (SP) interactions for dental students	3rd-year dental students volunteered to record their SP encounter using GG while a traditional static camera simultaneously recorded
		All GG and static camera videos were later reviewed during Behavioral Patient Management small group discussions
		Students rated how effective each type of video was for assessing communication skills
Feng et al, 2015 (Diagnostics – HIV or cancer)	To improve the efficiency of immunochromatographic diagnostic test analysis	One or more RDTs, either HIV (qualitative) or PSA (quantitative), labeled with QR codes were imaged using GG
		Images were automatically transmitted to a digital server that located all RDTs and produced a quantitative diagnostic result, which was reported to user
Spencer et al, 2014 (Pulmonology – airway assessment for burn victims)	To facilitate airway assessment of burn patients requiring surgery	GG was worn by physicians during two cases of burn patients requiring airway assessment
		Documentation of procedure by GG was evaluated after the intervention
Tully et al, 2015 (Student training – medical students [hospice])	To facilitate medical student self-evaluation after end-of-life SP encounters	2nd-year medical students participated in end-of-life SP encounters where the SP was wearing GG to record the encounter
		Students then reviewed GG and traditional videos
Albrecht et al, 2014 (Pathology – autopsy and postmortem examinations)	To evaluate the feasibility of using GG in a forensics setting	Two physicians wore GG during 4 autopsy and postmortem examinations and took images using both GG and a traditional digital single lens reflex (DSLR) camera
		Six forensic examiners evaluated the images for quality
Aldaz et al, 2015 (Chronic wounds)	To facilitate photo documentation of chronic wounds for long-term care	Wound care nurses used SnapCap software on GG to take images, tag, and transfer them to patient electronic medical records
		Image quality and ease of use were evaluated
Chai et al, 2015 (Toxicology)	To facilitate toxicology teleconsultation in the emergency department	Emergency medicine residents wore GG while evaluating poisoned patients
		Real-time video of physician findings was transmitted to toxicology fellows and attendings for evaluation
Chai et al, 2014 (Dermatology)	To facilitate dermatology teleconsultation in the emergency department	Patients first had a standard dermatology consultation (phone call and sometimes a static photo of the rash) with a dermatology resident
		Patients were then evaluated by the dermatology chief resident through a real-time video filmed by the patient (wearing GG) and viewed by the physician on a tablet