Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care

Lopez-Ojeda, Wilfredo; Hurley, Robin A.

doi:10.1176/appi.neuropsych.21030067

Cited by 27 publications

(20 citation statements)

References 49 publications

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“…A recent review literature also highlights the benefits of VR technology for patients’ education and treatment. 53 In contrast to this review, our study found that 75% of the total included articles reported improvements in patient care. Besides this, our study also assessed the user experience along with the effectiveness of VR on outcome measures.…”

Section: Discussioncontrasting

confidence: 72%

A scoping review to assess the effects of virtual reality in medical education and clinical care

et al. 2023

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Due to the challenges and restrictions posed by COVID-19 pandemic, technology and digital solutions played an important role in the rendering of necessary healthcare services, notably in medical education and clinical care. The aim of this scoping review was to analyze and sum up the most recent developments in Virtual Reality (VR) use for therapeutic care and medical education, with a focus on training medical students and patients. We identified 3743 studies, of which 28 were ultimately selected for the review. The search strategy followed the most recent Preferred Reporting Items for Systematic Reviews and Meta-Analysis for scoping review (PRISMA-ScR) guidelines. 11 studies (39.3%) in the field of medical education assessed different domains, such as knowledge, skills, attitudes, confidence, self-efficacy, and empathy. 17 studies (60.7%) focused on clinical care, particularly in the areas of mental health, and rehabilitation. Among these, 13 studies also investigated user experiences and feasibility in addition to clinical outcomes. Overall, the findings of our review reported considerable improvements in terms of medical education and clinical care. VR systems were also found to be safe, engaging, and beneficial by the studies’ participants. There were huge variations in studies with respect to the study designs, VR contents, devices, evaluation methods, and treatment periods. In the future, studies may focus on creating definitive guidelines that can help in improving patient care further. Hence, there is an urgent need for researchers to collaborate with the VR industry and healthcare professionals to foster a better understanding of contents and simulation development.

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Section: Discussioncontrasting

confidence: 72%

A scoping review to assess the effects of virtual reality in medical education and clinical care

et al. 2023

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“…For example, limited exposure to cadaveric dissections due to ethical concerns limit learning opportunities [ 32 ]. These technologies allow learners to engage in lifelike cadaveric dissections and explore complex physiological changes that would be difficult to replicate with real patients [ 33 ]. It may be an ethical alternative to cadaver labs as it can provide virtual dissection experiences to multiple students simultaneously.…”

Section: Discussionmentioning

confidence: 99%

Metaverse-powered basic sciences medical education: bridging the gaps for lower middle-income countries

Zaidi,

Adnan,

Lewis

et al. 2024

Annals of Medicine

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Background Traditional medical education often lacks contextual experience, hindering students’ ability to effectively apply theoretical knowledge in real-world scenarios. The integration of the metaverse into medical education holds great enormous promise for addressing educational disparities, particularly in lower-middle-income countries (LMICs) accompanied by rapid technological advancements. This commentary paper aimed to address the potential of the metaverse in enhancing basic sciences education within the constraints faced by universities in LMICs. We also addressed learning design challenges by proposing fundamental design elements and a suggested conceptual framework for developing metaverse-based teaching methods.The goal is to assist educators and medical practitioners in comprehensivley understanding key factors in immersive teaching and learning. Discussion By immersing medical students in virtual scenarios mimicking real medical settings and patient interactions, the metaverse enables practice in clinical decision-making, interpersonal skills, and exposure to complex medical situations in a controlled environment. These simulations can be customized to reflect local healthcare challenges, preparing medical students to tackle specific community needs. Various disciplines, including anatomy, physiology, pharmacy, dentistry, and pathology, have begun leveraging the metaverse to offer immersive learning experiences, foster interdisciplinary collaborations, and facilitate authentic assessments. However, financial constraints pose a significant barrier to widespread adoption, particularly in resource-limited settings like LMICs. Addressing these challenges is crucial to realizing the full potential of metaverse technology in medical education. Conclusion The metaverse offers a promising solution for enhancing medical education by providing immersive, context-rich learning experiences. This paper proposes a conceptual framework and fundamental design elements to aid faculty educators and medical practitioners in effectively incorporating metaverse technology into their teaching methods, thus improving educational outcomes in LMICs.

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“…The use of sophisticated technology is expected to become mainstream in the near future for health professions education. Nurse educators should prepare for technological practices [57][58][59]. The technologies are contemporarily investigated in Southeast Asia practice and have positive reception [15].…”

Section: Discussionmentioning

confidence: 99%

Restructuring education activities for full online learning: findings from a qualitative study with Malaysian nursing students during Covid-19 pandemic

et al. 2022

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The COVID-19 pandemic and Movement Control Order have restricted learning activities from traditional face-to-face classrooms attendance shifted to full online learning in the student’s environment. The present study is aimed to explore pertaining issues on full online learning among nursing students and offer a contingency solution. Nursing students from one Malaysian public institution were recruited. The sessions were conducted online via teleconference and were recorded. The data were analysed using thematic analysis with the assistance of QDA Miner Lite software. Twenty-one students participated, resulting in four focus group discussions and three in-depth interviews. Three themes with a total of ten sub-themes were generated: (i) Full online learning has ramifications on life (it is about life; blurred division on education life and personal life; non-conducive environment for learning; health and well-being; human is an adaptable being while the transition takes time), (ii) full online learning is a medium of teaching and learning delivery but with several concerns (the boon and bane of fully online learning; challenges associated with full online learning; coping strategy in handling full online learning), and (iii) Foundation in teaching and learning is the key (role of the educator; teaching and learning approaches; motivation and regulation). A model of practice for full online learning was developed, consisting of some modifications to create a conducive and healthy learning environment. This study embarks on a more structured and standard online learning practice for making the Internet of Things and Industrial Revolution 4.0 concept a contemporary and mainstream education practice.

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Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care

Cited by 27 publications

References 49 publications

A scoping review to assess the effects of virtual reality in medical education and clinical care

A scoping review to assess the effects of virtual reality in medical education and clinical care

Metaverse-powered basic sciences medical education: bridging the gaps for lower middle-income countries

Restructuring education activities for full online learning: findings from a qualitative study with Malaysian nursing students during Covid-19 pandemic

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