Augmented Reality in Ward Round-Based Simulation: Exploring Student Experiences and Impact on Confidence.

Area of Science:

• Medical Education Technology
• Simulation-Based Learning
• Augmented Reality in Healthcare

Background:

• Formal education for doctors in training during ward rounds is lacking, impacting student confidence and competence.
• Ward round-based simulation (WRBS) shows potential for improving clinical and decision-making skills.
• This study explores augmented reality (AR) in simulated ward rounds to assess its effectiveness compared to traditional methods.

Purpose of the Study:

• To compare student experiences with AR in simulated ward rounds versus traditional simulation modalities (manikin, actor).
• To evaluate the viability of AR as an alternative simulation method.
• To explore the impact of mixed-modality simulated ward rounds on student confidence.

Main Methods:

• A quasi-experimental mixed-methods study involving 14 participants.
• Participants engaged in simulated ward rounds with actor, manikin, and AR cases.
• Pre- and post-simulation questionnaires and semi-structured focus groups were used.

Main Results:

• Significant improvements in confidence were observed across all 11 questionnaire items (p < 0.019), with large effect sizes (r = 0.65–0.9).
• Highest confidence increase was in medication management (p = 0.002, r = 0.9).
• Qualitative themes included AR visual accuracy, need for interactivity, and cognitive load in mixed-method simulations.

Conclusions:

• AR significantly enhances medical training through realistic, immersive experiences.
• Further refinements are needed to improve AR interactivity and reduce cognitive load.
• Integrating AR in medical education can better prepare students for clinical practice.