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Participant Perceptions of Augmented Reality Simulation for Cardiac Anesthesiology Training: A Prospective,

Albert Tsai1, Natalie Bodmer1, Tracey Hong1

  • 1The following authors are in the Department of Anesthesiology, Perioperative, and Pain Medicine at Stanford University School of Medicine, Palo Alto, CA: , and are Clinical Assistant Professors; is an Anesthesiology Resident; is a Research Assistant; is a Clinical Professor. is a Medical Student at Stanford University School of Medicine, Palo Alto, CA. is a Data Analyst in the Department of Epidemiology and Population Health at Stanford University, Stanford, CA.

The Journal of Education in Perioperative Medicine : JEPM
|September 18, 2023
PubMed
Summary

Augmented reality (AR) simulations offer a positive learning experience for anesthesia trainees, potentially increasing access to simulation education. Eye-tracking technology may also quantify performance in AR medical simulations.

Keywords:
Medical educationaugmented realitybehavioral skillsqualitative methodssimulation

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Area of Science:

  • Medical Simulation
  • Augmented Reality (AR)
  • Anesthesiology Education

Background:

  • Simulation is crucial for anesthesia education, necessitating studies on broader delivery and accessibility.
  • Augmented reality (AR) simulations are being explored as a novel training modality.
  • Investigating user experience and performance quantification in AR simulations is essential.

Purpose of the Study:

  • To characterize anesthesiology resident, fellow, and faculty experience with AR simulations.
  • To explore the feasibility of quantifying performance using integrated eye-tracking technology in AR simulations.

Main Methods:

  • Prospective, mixed-methods study with qualitative thematic analysis and quantitative gaze pattern analysis.
  • User feedback collected via post-simulation interviews.
  • Eye-tracking data analyzed for gaze duration and latency during AR simulations.

Main Results:

  • Thematic analysis identified 5 user experience domains, with positive feedback on AR's portability, flexibility, and cost-efficiency.
  • Participants reported a positive learning experience with AR simulations.
  • Exploratory analysis indicated differences in gaze patterns between trainees and attendings, suggesting potential for performance assessment.

Conclusions:

  • Augmented reality (AR) is perceived positively as a novel modality for medical simulation training.
  • AR technology holds potential to increase exposure to simulation education.
  • Integrated eye-tracking offers a feasible method for analyzing learner performance in AR simulations.