Location
University of Nebraska Medical Center
Event Date
3-31-2026
Abstract
Providing engaging and equitable learning experiences across geographically separated campuses remains an ongoing challenge in health professions education. This educational innovation describes the implementation of holographic (“holobox”) instruction across pre-recorded and live delivery formats within a multi-campus Doctor of Physical Therapy (DPT) curriculum, with preliminary evaluation of learner engagement and feasibility. Through collaboration with UNMC's Interprofessional Experiential Center for Enduring Learning (iEXCEL), holobox-supported instruction was integrated into learning activities for 63 second-year DPT learners across two campuses. A pre-recorded holographic lecture addressed outcome measure selection, psychometric properties, and database use, delivered simultaneously with faculty facilitators in each location. A separate live holobox lecture on Parkinson’s disease emphasized integration of clinical features, examination strategies, and plan of care development. Interaction occurred throughout the live session, with open microphones allowing learners at both locations to ask questions and engage in real-time dialogue without intermediary facilitation. Preliminary evaluation included post-session surveys and learner feedback. Quantitative responses from the live holobox session (n = 8) indicated a shift toward stronger perceived instructor presence compared to typical Zoom-based instruction. All respondents reported greater engagement, and all rated the holographic experience as slightly or much better than Zoom. Learners described enhanced nonverbal communication, a stronger sense of instructor embodiment, and more natural classroom interaction. Faculty observations across implementations noted sustained learner attention and active participation. Some technological friction was observed, and one learner reported no improvement in building interpersonal relationships. This project provides proof of concept for the use of holobox-supported holographic instruction in both pre-recorded and live formats within a multi-site DPT program. Early findings suggest that holographic delivery may represent a feasible and engaging strategy for supporting instructional presence, learner interaction, and educational consistency across geographically separated campuses. Future work will include exploring format, content areas, and best practices.
Included in
Implementing Holographic Instruction in Multi-Campus DPT Education
University of Nebraska Medical Center
Providing engaging and equitable learning experiences across geographically separated campuses remains an ongoing challenge in health professions education. This educational innovation describes the implementation of holographic (“holobox”) instruction across pre-recorded and live delivery formats within a multi-campus Doctor of Physical Therapy (DPT) curriculum, with preliminary evaluation of learner engagement and feasibility. Through collaboration with UNMC's Interprofessional Experiential Center for Enduring Learning (iEXCEL), holobox-supported instruction was integrated into learning activities for 63 second-year DPT learners across two campuses. A pre-recorded holographic lecture addressed outcome measure selection, psychometric properties, and database use, delivered simultaneously with faculty facilitators in each location. A separate live holobox lecture on Parkinson’s disease emphasized integration of clinical features, examination strategies, and plan of care development. Interaction occurred throughout the live session, with open microphones allowing learners at both locations to ask questions and engage in real-time dialogue without intermediary facilitation. Preliminary evaluation included post-session surveys and learner feedback. Quantitative responses from the live holobox session (n = 8) indicated a shift toward stronger perceived instructor presence compared to typical Zoom-based instruction. All respondents reported greater engagement, and all rated the holographic experience as slightly or much better than Zoom. Learners described enhanced nonverbal communication, a stronger sense of instructor embodiment, and more natural classroom interaction. Faculty observations across implementations noted sustained learner attention and active participation. Some technological friction was observed, and one learner reported no improvement in building interpersonal relationships. This project provides proof of concept for the use of holobox-supported holographic instruction in both pre-recorded and live formats within a multi-site DPT program. Early findings suggest that holographic delivery may represent a feasible and engaging strategy for supporting instructional presence, learner interaction, and educational consistency across geographically separated campuses. Future work will include exploring format, content areas, and best practices.