Virtual reality and augmented reality in medical education: an umbrella review
ObjectiveThis umbrella review aims to ascertain the extent to which immersive Virtual Reality (VR) and Augmented Reality (AR) technologies improve specific competencies in healthcare professionals within medical education and training, in contrast to traditional educational methods or no interventio...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-03-01
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| Series: | Frontiers in Digital Health |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fdgth.2024.1365345/full |
| _version_ | 1827318742174924800 |
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| author | Talia Tene Diego Fabián Vique López Paulina Elizabeth Valverde Aguirre Luz María Orna Puente Cristian Vacacela Gomez |
| author_facet | Talia Tene Diego Fabián Vique López Paulina Elizabeth Valverde Aguirre Luz María Orna Puente Cristian Vacacela Gomez |
| author_sort | Talia Tene |
| collection | DOAJ |
| description | ObjectiveThis umbrella review aims to ascertain the extent to which immersive Virtual Reality (VR) and Augmented Reality (AR) technologies improve specific competencies in healthcare professionals within medical education and training, in contrast to traditional educational methods or no intervention.MethodsAdhering to PRISMA guidelines and the PICOS approach, a systematic literature search was conducted across major databases to identify studies examining the use of VR and AR in medical education. Eligible studies were screened and categorized based on the PICOS criteria. Descriptive statistics and chi-square tests were employed to analyze the data, supplemented by the Fisher test for small sample sizes or specific conditions.AnalysisThe analysis involved cross-tabulating the stages of work (Development and Testing, Results, Evaluated) and variables of interest (Performance, Engagement, Performance and Engagement, Effectiveness, no evaluated) against the types of technologies used. Chi-square tests assessed the associations between these categorical variables.ResultsA total of 28 studies were included, with the majority reporting increased or positive effects from the use of immersive technologies. VR was the most frequently studied technology, particularly in the “Performance” and “Results” stages. The chi-square analysis, with a Pearson value close to significance (p = 0.052), suggested a non-significant trend toward the association of VR with improved outcomes.ConclusionsThe results indicate that VR is a prevalent tool in the research landscape of medical education technologies, with a positive trend toward enhancing educational outcomes. However, the statistical analysis did not reveal a significant association, suggesting the need for further research with larger sample sizes. This review underscores the potential of immersive technologies to enhance medical training yet calls for more rigorous studies to establish definitive evidence of their efficacy. |
| first_indexed | 2024-04-25T00:06:58Z |
| format | Article |
| id | doaj.art-6c6eec5f02a04e25a7b99d169551cff9 |
| institution | Directory Open Access Journal |
| issn | 2673-253X |
| language | English |
| last_indexed | 2024-04-25T00:06:58Z |
| publishDate | 2024-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Digital Health |
| spelling | doaj.art-6c6eec5f02a04e25a7b99d169551cff92024-03-14T05:06:57ZengFrontiers Media S.A.Frontiers in Digital Health2673-253X2024-03-01610.3389/fdgth.2024.13653451365345Virtual reality and augmented reality in medical education: an umbrella reviewTalia Tene0Diego Fabián Vique López1Paulina Elizabeth Valverde Aguirre2Luz María Orna Puente3Cristian Vacacela Gomez4Department of Chemistry, Universidad Técnica Particular de Loja, Loja, EcuadorEscuela Superior Politécnica de Chimborazo (ESPOCH), Riobamba, EcuadorEscuela Superior Politécnica de Chimborazo (ESPOCH), Riobamba, EcuadorEscuela Superior Politécnica de Chimborazo (ESPOCH), Riobamba, EcuadorINFN-Laboratori Nazionali di Frascati, Frascati, ItalyObjectiveThis umbrella review aims to ascertain the extent to which immersive Virtual Reality (VR) and Augmented Reality (AR) technologies improve specific competencies in healthcare professionals within medical education and training, in contrast to traditional educational methods or no intervention.MethodsAdhering to PRISMA guidelines and the PICOS approach, a systematic literature search was conducted across major databases to identify studies examining the use of VR and AR in medical education. Eligible studies were screened and categorized based on the PICOS criteria. Descriptive statistics and chi-square tests were employed to analyze the data, supplemented by the Fisher test for small sample sizes or specific conditions.AnalysisThe analysis involved cross-tabulating the stages of work (Development and Testing, Results, Evaluated) and variables of interest (Performance, Engagement, Performance and Engagement, Effectiveness, no evaluated) against the types of technologies used. Chi-square tests assessed the associations between these categorical variables.ResultsA total of 28 studies were included, with the majority reporting increased or positive effects from the use of immersive technologies. VR was the most frequently studied technology, particularly in the “Performance” and “Results” stages. The chi-square analysis, with a Pearson value close to significance (p = 0.052), suggested a non-significant trend toward the association of VR with improved outcomes.ConclusionsThe results indicate that VR is a prevalent tool in the research landscape of medical education technologies, with a positive trend toward enhancing educational outcomes. However, the statistical analysis did not reveal a significant association, suggesting the need for further research with larger sample sizes. This review underscores the potential of immersive technologies to enhance medical training yet calls for more rigorous studies to establish definitive evidence of their efficacy.https://www.frontiersin.org/articles/10.3389/fdgth.2024.1365345/fullimmersive technologiesvirtual realityaugmented realitymedical educationmedical training and learning |
| spellingShingle | Talia Tene Diego Fabián Vique López Paulina Elizabeth Valverde Aguirre Luz María Orna Puente Cristian Vacacela Gomez Virtual reality and augmented reality in medical education: an umbrella review Frontiers in Digital Health immersive technologies virtual reality augmented reality medical education medical training and learning |
| title | Virtual reality and augmented reality in medical education: an umbrella review |
| title_full | Virtual reality and augmented reality in medical education: an umbrella review |
| title_fullStr | Virtual reality and augmented reality in medical education: an umbrella review |
| title_full_unstemmed | Virtual reality and augmented reality in medical education: an umbrella review |
| title_short | Virtual reality and augmented reality in medical education: an umbrella review |
| title_sort | virtual reality and augmented reality in medical education an umbrella review |
| topic | immersive technologies virtual reality augmented reality medical education medical training and learning |
| url | https://www.frontiersin.org/articles/10.3389/fdgth.2024.1365345/full |
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