A Mobile-Based Surgical Simulation Application: A Comparative Analysis of Efficacy Using a Carpal Tunnel Release Module

Exploring mobile mixed reality in healthcare higher education: A systematic review

“…Not all studies identified the participant age and/or gender. Two studies included undergraduate nursing students (Aebersold et al 2018;Garrett, Jackson, and Wilson 2015); 12 included medical students (Albrecht et al 2013;Amer et al 2017;Bartlett et al 2017;De Oliveira et al 2013;John et al 2015;Kowalewski et al 2017;Küçük, Kapakin, and Göktaş 2016;Moro et al 2017;Morone et al 2017;Noll et al 2014Noll et al , 2017Sugand, Mawkin, and Gupte 2015); 3 included paramedicine students (Birt et al 2017a(Birt et al , 2017bCowling and Birt 2018) and 1 included dentistry students (Khelemsky, Hill, and Buchbinder 2017).…”

“…Common skills included mMR was utilised for procedural clinical skills, assessment skills and anatomy knowledge. Twelve studies focused on clinical skills, with the majority focused on catheter or scope insertion (Aebersold et al2018;Bartlett et al 2017;Birt et al 2017aBirt et al , 2017bCowling and Birt 2018;De Oliveira et al 2013); surgical procedures (Amer et al 2017;John et al 2015;Khelemsky, Hill, and Buchbinder 2017;Kowalewski et al 2017;Morone et al 2017); familiarisation with general clinical skills and equipment (Garrett, Jackson, and Wilson 2015); wound and dermatology management (Albrecht et al 2013;Noll et al 2014Noll et al , 2017; and aiding clinical anatomy knowledge (Küçük, Kapakin, and Göktaş 2016;Moro et al 2017). One study used mMR for augmenting a respiratory failure case scenario (Garrett, Jackson, and Wilson 2015).…”

“…Some mobile devices required Internet connectivity to download the mMR application while others were preinstalled prior to the study commencing. The majority of studies included iPhone and/or Android mobile phones (Albrecht et al 2013;Amer et al 2017;Bartlett et al 2017;Birt et al 2017aBirt et al , 2017bCowling and Birt 2018;De Oliveira et al 2013;Garrett, Jackson, and Wilson 2015;John et al 2015;Khelemsky, Hill, and Buchbinder 2017;Küçük, Kapakin, and Göktaş 2016;Morone et al 2017;Noll et al 2014Noll et al , 2017, with some also including tablets alongside the phones or as the sole means of mMR. The iPad was mentioned in the majority of tablet-led studies (Aebersold et al 2018;De Oliveira et al 2013;Garrett, Jackson, and Wilson 2015;John et al 2015;Khelemsky, Hill, and Buchbinder 2017;Kowalewski et al 2017;Küçük, Kapakin, and Göktaş 2016;Noll et al 2014Noll et al , 2017, while others used the iPad alongside other tablets or did not specify the brand or type (Garrett, Jackson, and Wilson 2015;Khelemsky, Hill, and Buchbinder 2017;Küçük, Kapakin, and Göktaş 2016;Moro et al 2017).…”

“…com) to provide interactive markers for the available educational resources. Six studies (Amer et al 2017;Bartlett et al 2017;Khelemsky, Hill, and Buchbinder 2017;Kowalewski et al 2017;Morone et al 2017;Sugand, Mawkin, and Gupte 2015) evaluated various modules on the TouchSurgery platform -an interactive AR application that is freely available for download on mobile phones and tablets. The app aims to familiarise the student with surgical procedural steps with a 'tutorial', then a 'test' module to assess understanding of the techniques.…”

Using a gamified mobile app to increase student engagement, retention and academic achievement

“…Recent studies report on various HE mobile app offerings which despite the differences in their design and intended uses are united by a common goal of enhancing learning to improve student outcomes. For instance, HE mobile apps can be used to facilitate learners' knowledge acquisition and transfer (Hannon, 2017), simulate experiential situations to train medical students (Amer, Mur, Amer, & Ilyas, 2017), assess in-class activities to provide immediate feedback (Deb, Fuad, & Kanan, 2017), and engage students in situated learning using augmented reality affordances (Bower, Howe, McCredie, Robinson, & Grover, 2014). Apps with gamified elements integrated into their design, in addition to facilitating learning, can further engage and motivate students (Hamari, Koivisto, & Sarsa, 2014) -where engagement is of particular importance because it may factor into student retention.…”