Beyond the Surface: Mixed Reality in Procedural Skill Development in Physician Assistant Education

Area of Science:

• Medical Education
• Health Professions Education
• Mixed Reality Technology

Background:

• Traditional medical teaching tools have limitations.
• Mixed reality (MR) offers potential by overlaying digital models onto physical trainers.
• This study explored MR's value in physician assistant (PA) clinical skills training.

Purpose of the Study:

• Evaluate the feasibility and value of MR in a PA clinical skills course.
• Improve anatomy understanding and procedural confidence.
• Assess MR's impact on learning compared to traditional methods.

Main Methods:

• 96 first-year PA students were randomized into MR headset or physical trainer groups.
• Intervention focused on a glenohumeral joint injection procedure.
• Pre- and post-surveys measured anatomy and procedural confidence; the MR group also completed a usability survey.

Main Results:

• The MR group showed a significant increase in regional anatomy knowledge confidence.
• Preparedness and procedural confidence improved similarly in both groups.
• MR demonstrated greater engagement, perceived learning benefits, and excellent usability (SUS score 82.44).

Conclusions:

• Mixed reality technology can effectively supplement traditional teaching in PA education.
• MR enhances anatomy comprehension and procedural confidence.
• High usability and alignment with adult learning principles support MR integration into PA curricula.