An Exploratory Study on the Use of Augmented Reality (AR) in Medical Education
An Exploratory Study on the Use of Augmented Reality (AR) in Medical Education

Author(s): Gabriela-Violeta Iordăchiță
Subject(s): Social Sciences, Economy, Education, Higher Education , ICT Information and Communications Technologies, Pedagogy
Published by: Weik Press SRL
Keywords: augmented reality; medical education; digital technology; teaching methods; students; learning;
Summary/Abstract: The use of digital technology in the teaching and learning process has grown significantly in recent years. Augmented reality (AR) is a technology/software that allows the digital creation of three-dimensional representations that can be integrated with real stimuli in the environment. It is an interactive, real-time experience that combines reality with elements from the virtual world, leading to an augmented reality enriched with virtually generated information, based on human visual, auditory, olfactory and/or somatosensory input. The result is an image of reality modified by a computer program, which aims to improve the real-world experience, but does not replace the real world. It is not a 360º virtual world, but makes reality more manageable, amplifies it, mapping three-dimensional virtual objects in a real environment. Such AR programs can be used on various devices such as: smartphones, tablets, computers, AR glasses, headsets, etc. Even though augmented reality (AR) was initially used for entertainment and gaming, its application has expanded into industry, healthcare, marketing, military, travel, architecture and engineering, but also in the medical education of students in medical schools. So far, we have not found global or regional statistics on the degree of use of AR in medical education, but there are a number of universities that use AR platforms or others that implement pilot studies or isolated modules. We have not identified any large-scale implementations or fully integrated implementations into core curricula. The obstacles to adopting this technology in medical education are mainly related to the high costs of implementing AR technology, the lack of adequate infrastructure in universities, the need to train teachers in the use of AR technology, access to technology (hardware). The present paper is a theoretical-exploratory one in which we analyze a series of articles, identified through the associated search of 3 keywords, in different scientific databases, namely: "digital learning methods", "medical students" and "augmented reality". In this paper, we analyze to what extent AR can improve the learning experiences of medical students, through practical understanding and skills training, with examples of software already used in didactic training, such as: HoloHuman, OculAR SIM, Hololens, HoloPatient. Finally, we discuss the challenges of AR in learning and teaching, limitations in implementation, and propose future research directions. In Romania, two universities stand out that implement AR technology in medical education, namely: the "Iuliu Hațieganu" University of Medicine and Pharmacy in Cluj-Napoca, which had a project to develop AR simulators for laparoscopic, robotically assisted, single incision surgery, using Hololens 2, and the University of Medicine, Pharmacy, Sciences and Technology in Târgu Mureș, which within the Center for Simulation and Practical Skills has a department dedicated to "Virtual and Augmented Reality". In Europe there is growing interest, through pilot projects and elective courses, involving AR, but it is not yet a widespread use in standard curricula at all medical schools. Worldwide, the adoption of AR technology in medical education is taking place especially in highly prestigious universities with good financial resources. Finally, as a case study, we focused on Romania. We conducted a search on the official websites of the eleven major universities in the country that provide education and training for future medical professionals, with the aim of identifying programs or any references related to the use of AR technology in their medical education curricula. The findings for Romania reveal that among the eleven universities providing medical training programs, only five have established simulated learning centers employing VR technologies for students, whereas one university has initiated two minor VR technology acquisition projects within the last two years. Conclusion. In the field of medical education, the adopting of augmented reality (AR) could provide both students and teachers with significant advantages, including a stimulating learning environment, immersive practical experience, and opportunities for distance learning.

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