scholarly journals Using Augmented Reality to Enhance Medical Education in Heart Diseases: Action Design Research

TEM Journal ◽  
2021 ◽  
pp. 1141-1148
Author(s):  
Dimah Alahmadi ◽  
Hind Bitar ◽  
Hana ALsaadi ◽  
Lamees Boker ◽  
Linah Alghamdi
Keyword(s):  
Augmented Reality ◽  
Design Research ◽  
Medical Training ◽  
Heart Diseases ◽  
Communication Technologies ◽  
Medical Outcomes ◽  
Action Design Research ◽  
System Usability Scale ◽  
Simulation Centre

Augmented reality (AR) is one of the leading communication technologies being investigated and applied in several contexts. Medical training and health education are two of the fields pioneering the innovation of AR to improve the quality of medical outcomes. In this action design research (ADR), we developed an android mobile application called “CardioSim” for medical educational simulation that helps students enhance and improve their understanding and learning process. Functions are implemented to explain specific scenarios of heart failure disease and the symptoms associated with this disease, in addition to the sounds of different heartbeats and models of heart anatomy. CardioSim’s usability has been evaluated by 10 experts from the simulation centre using the System Usability Scale (SUS) and the results were acceptable.

Efficacy of Augmented Reality in Medical Professions Training: Me-ta-Analysis (Preprint)

2021 ◽  
Author(s):  
Yahia Baashar ◽  
Gamal Alkawsi ◽  
Hitham Alhussian ◽  
Ayed Alwadain ◽  
Areej Babiker ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Medical Training ◽  
Meta Analysis ◽  
Computer Applications ◽  
Digital Data ◽  
Cochrane Library ◽  
Medical Department ◽  
Performance Time ◽  
The Cochrane Library

BACKGROUND Augmented reality (AR) is an interactive technology which uses persuasive digital data and real-world surroundings to expand the user's reality, where objects are produced by various computer applications. It proposes a novel advancement to medical care, education and training. Augmented reality assists in surgery preparation and patient care, as well as aiding patients and their families in recognizing complex medical conditions. OBJECTIVE The aim of this work was to assess how effective AR is in medical department training compared to other educational methods in terms of skills, knowledge, confidence, performance time and satisfaction. METHODS We performed a meta-analysis of the efficacy of augmented reality in science and medical training constructed by the Cochrane methodology. An online literature search was performed using the Cochrane Library, Web of Science, PubMed, and Embase to find studies that recorded the effect of AR in the medical training up to April 2021. The selection of studies and extraction of data were independently carried out by two Authors. The quality of the selected studies was achieved by following the criteria of Cochrane for “risk-of-bias evaluation”. RESULTS Thirteen studies, with a total of 654 participants, were included for the meta-analysis. The findings showed that AR in training can improve participants' knowledge ([SMD]=-0.69, 95% CI -0.89 to -0.50, P<.001, I2=68%) and skill ([SMD]=1.62, 95% CI 1.14 to 2.09, P<.001, I2=0%) more effectively than con-trol conditions. Meanwhile AR did not have any effect on the participants’ confidence ([SMD]=0.53, 95% CI 0.15 - 0.91, P=.007, I2=91%), performance time ([SMD]= -0.95, 95% CI -1.28 to -0.63, P<.001, I2=92%) and satisfaction ([SMD]= 0.22, 95% CI -0.08 to 0.51, P=.15, I2=90%). The meta regression plot shows that there is increase in number of articles discussing AR over the years and there is no publi-cation bias in the studies used for the meta-analysis. CONCLUSIONS The findings of this work suggest that augmented reality can effectively advance the skills and knowledge in the medical training, but not very effective in areas such as performance time, confidence and satisfaction. Therefore, more of augmented reality should be implored in the field of medical training and education. However, to confirm these findings, more meticulous research with a larger participant are needed.

scholarly journals Augmented reality in medical education: a systematic review

2019 ◽  
Author(s):  
Kevin S Tang ◽  
Derrick L Cheng ◽  
Eric Mi ◽  
Paul B Greenberg
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Augmented Reality ◽  
Literature Search ◽  
Medical Training ◽  
Experimental Studies ◽  
Cochrane Library ◽  
Inclusion Criteria ◽  
Potential Applications

Introduction The field of augmented reality (AR) is rapidly growing with many new potential applications in medical education. This systematic review aims to investigate the current state of augmented reality applications (ARAs) as teaching tools in the healthcare field. Methods A literature search was conducted using PubMed, Embase, Web of Science, Cochrane Library, and Google Scholar. This review followed PRISMA guidelines and included publications from January 1, 2000 to June 18, 2018. Inclusion criteria were experimental studies evaluating ARAs implemented in healthcare education published in English. The quality of each study was assessed using GRADE criteria. Five stages of validity were also evaluated for each ARA. Results We identified 100,807 articles in the initial literature search; 36 met inclusion criteria for final review and were categorized into three categories: Surgery (23), Anatomy (9), and Classroom (4). The overall quality of the studies was poor. No ARAs were validated at all five levels. Conclusion While AR technology is growing at a rapid rate, the current quality and breadth of AR research in medical training is insufficient to recommend the adoption into educational curricula. More coordinated and comprehensive research is needed to define the role of AR technology in medical education. 

Technologies Disability and Inclusion

2018 ◽  
Author(s):  
Tomas Brusell
Keyword(s):  
Social Media ◽  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Future Development ◽  
Smart Cities ◽  
Communication Technologies ◽  
Modern Technology ◽  
The Social ◽  
The Disabled ◽  
Information And Communication

When modern technology permeates every corner of life, there are ignited more and more hopes among the disabled to be compensated for the loss of mobility and participation in normal life, and with Information and Communication Technologies (ICT), Exoskeleton Technologies and truly hands free technologies (HMI), it's possible for the disabled to be included in the social and pedagogic spheres, especially via computers and smartphones with social media apps and digital instruments for Augmented Reality (AR) .In this paper a nouvel HMI technology is presented with relevance for the inclusion of disabled in every day life with specific focus on the future development of &quot;smart cities&quot; and &quot;smart homes&quot;.

Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions

2018 ◽  
Vol 51 ◽  
pp. 47-57
Author(s):  
Тетяна Грунтова ◽  
Юлія Єчкало ◽  
Андрій Стрюк ◽  
Андрій Пікільняк
Keyword(s):  
Augmented Reality ◽  
Educational Process ◽  
Educational Institutions ◽  
Training Process ◽  
Scientific Publications ◽  
Theoretical Substantiation ◽  
Research Goal ◽  
Augmented Reality Technology ◽  
Cognitive Activities

Hruntova T. V., Yechkalo YU. V., Stryuk A. M. and Pikilʹnyak A. V. Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in thetraining process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotesdevelopment of research skills and a future specialist’s competent personality.

Co-Design and Open Trial of Starship Rescue, a Cognitive Behavior Therapy, Biofeedback, and Game-Based eHealth Intervention to Treat Anxiety in Children and Young People with Long-Term Physical Conditions (Preprint)

2020 ◽  
Author(s):  
Hiran Thabrew ◽  
Karolina Stasiak ◽  
Harshali Kumar ◽  
Tarique Naseem ◽  
Christopher Frampton ◽  
...  
Keyword(s):  
Quality Of Life ◽  
New Zealand ◽  
Young People ◽  
Preliminary Evidence ◽  
Children And Young People ◽  
Physical Conditions ◽  
System Usability Scale ◽  
Ehealth Intervention

BACKGROUND Approximately 10% to 12% of New Zealand children and young people have long-term physical conditions (also known as chronic illnesses) and are more likely to develop psychological problems, particularly anxiety and depression. Delayed treatment leads to worse physical and mental healthcare, school absence, and poorer long-term outcomes. Recently, electronic health (eHealth) interventions, especially those based on the principles of Cognitive Behavior Therapy (CBT), have been shown to be as good as face-to-face therapy. Biofeedback techniques have also been shown to enhance relaxation during the treatment of anxiety. However, these modalities have rarely been combined. Young people with long-term physical conditions have expressed a preference for well-designed and technologically-based support to deal with psychological issues, especially anxiety. OBJECTIVE This study aimed to co-design and evaluate the (i) acceptability and (ii) usability of a CBT and biofeedback-based, 5-module eHealth game called ‘Starship Rescue’ and (iii) to provide preliminary evidence regarding its effectiveness in addressing anxiety and quality of life in young people with long-term physical conditions. METHODS Starship Rescue was co-designed with children and young people from a tertiary hospital in Auckland, New Zealand. Following this, 24 young people aged 10 to 17 years were enrolled in an open trial, during which they were asked to use the game for an 8-week period. Acceptability of the game to all participants was assessed using a brief, open-ended questionnaire, and more detailed feedback was obtained from a subset of 10 participants via semi-structured interviews. Usability was evaluated via the System Usability Scale (SUS) and device-recorded frequency and duration of access on completion of the game. Anxiety levels were measured prior to commencement, on completion of the game, and 3 months later using the Generalized Anxiety Disorder 7-item scale (GAD-7) and Spence Child Anxiety Scales (SCAS), and at the start of each module and at the end of the game using an embedded Likert/visual analog scale. Quality of life was measured prior to commencement and on completion of the game using the Pediatric Quality of Life Scale (PEDS-QL). RESULTS Users gave Starship Rescue an overall rating of 5.9 out of 10 (range 3-10 and a mean score of 71 out of 100 (SD 11.7; min 47.5; max 90) on the System Usability Scale (SUS). The mean time period for use of the game was just over 11-weeks (78.8 days, 13.5 hours, 40 minutes). Significant reductions in anxiety were noted between the start and end of the game on the GAD-7 (-4.6 (p=0.000)), SCAS (-9.6 (p=0.005)), and the Likert/visual analogue scales (-2.4 (p=0.001)). Quality of life also improved on the PedsQL scale (+4.3 (p=0.042)). All changes were sustained at 3-month follow-up. CONCLUSIONS This study provides preliminary evidence for Starship Rescue being an acceptable, usable and effective eHealth intervention for addressing anxiety in young people with long-term physical conditions. Further evaluation is planned via a more formal randomized controlled trial. CLINICALTRIAL Australian New Zealand Clinical Trials Network Registry (ANZCTR): ACTRN12616001253493p;https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=371443 (Archived by WebCite at http://www.webcitation.org/6sYB716lf)

ERRATA NOTES: Action Design Research

MIS Quarterly ◽  
2011 ◽  
Vol 35 (4) ◽  
pp. 1099 ◽  
Author(s):  
DeGross
Keyword(s):  
Design Research ◽  
Action Design Research

scholarly journals Web-based Medical Education During COVID-19 Lockdown: A Step Back or a Leap to the Future?

2021 ◽  
pp. 153473462110118
Author(s):  
Anna Eleftheriou ◽  
Aikaterini Rokou ◽  
Christos Argyriou ◽  
Nikolaos Papanas ◽  
George S. Georgiadis
Keyword(s):  
Medical Education ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Web Based ◽  
Clinical Exposure ◽  
Virtual Teaching ◽  
Based Medicine ◽  
The Impact

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

Virtual Reality, Augmented Reality, and Virtual Environments: Demonstrations of Current Technologies and Future Directions

2020 ◽  
Vol 64 (1) ◽  
pp. 2119-2123
Author(s):  
Sarah Beadle ◽  
Randall Spain ◽  
Benjamin Goldberg ◽  
Mahdi Ebnali ◽  
Shannon Bailey ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Human Factors ◽  
Virtual Environments ◽  
Medical Training ◽  
Risk Environment ◽  
Future Directions ◽  
Simulated Environments ◽  
Interactive Session ◽  
Immersive Technologies

Virtual environments and immersive technologies are growing in popularity for human factors purposes. Whether it is training in a low-risk environment or using simulated environments for testing future automated vehicles, virtual environments show promise for the future of our field. The purpose of this session is to have current human factors practitioners and researchers demonstrate their immersive technologies. This is the eighth iteration of the “Me and My VE” interactive session. Presenters in this session will provide a brief introduction of their virtual reality, augmented reality, or virtual environment work before engaging with attendees in an interactive demonstration period. During this period, the presenters will each have a multimedia display of their immersive technology as well as discuss their work and development efforts. The selected demonstrations cover issues of designing immersive interfaces, military and medical training, and using simulation to better understand complex tasks. This includes a mix of government, industry, and academic-based work. Attendees will be virtually immersed in the technologies and research presented allowing for interaction with the work being done in this field.

scholarly journals Augmented Reality, Mixed Reality, and Hybrid Approach in Healthcare Simulation: A Systematic Review

2021 ◽  
Vol 11 (5) ◽  
pp. 2338
Author(s):  
Rosanna Maria Viglialoro ◽  
Sara Condino ◽  
Giuseppe Turini ◽  
Marina Carbone ◽  
Vincenzo Ferrari ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Mixed Reality ◽  
Ethical Issues ◽  
Medical Training ◽  
Hybrid Approach ◽  
Dental Surgery ◽  
Feasibility Assessment ◽  
Hybrid Approaches ◽  
Custom Made ◽  
Improved Performance

Simulation-based medical training is considered an effective tool to acquire/refine technical skills, mitigating the ethical issues of Halsted’s model. This review aims at evaluating the literature on medical simulation techniques based on augmented reality (AR), mixed reality (MR), and hybrid approaches. The research identified 23 articles that meet the inclusion criteria: 43% combine two approaches (MR and hybrid), 22% combine all three, 26% employ only the hybrid approach, and 9% apply only the MR approach. Among the studies reviewed, 22% use commercial simulators, whereas 78% describe custom-made simulators. Each simulator is classified according to its target clinical application: training of surgical tasks (e.g., specific tasks for training in neurosurgery, abdominal surgery, orthopedic surgery, dental surgery, otorhinolaryngological surgery, or also generic tasks such as palpation) and education in medicine (e.g., anatomy learning). Additionally, the review assesses the complexity, reusability, and realism of the physical replicas, as well as the portability of the simulators. Finally, we describe whether and how the simulators have been validated. The review highlights that most of the studies do not have a significant sample size and that they include only a feasibility assessment and preliminary validation; thus, further research is needed to validate existing simulators and to verify whether improvements in performance on a simulated scenario translate into improved performance on real patients.

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