Augmented Reality-Supported Learning During a Pediatric Neurology Rotation: A Cluster-Randomized Controlled Trial

Area of Science:

• Medical Education
• Neurology
• Educational Technology

Background:

• Pediatric neurology rotations face challenges with limited case exposure, potentially underrepresenting key clinical presentations.
• Variable case exposure can hinder comprehensive medical student learning in specialized rotations.

Purpose of the Study:

• To evaluate the impact of augmented reality learning environments (ARLEs) on medical students' cognitive achievement in pediatric neurology.
• To determine if ARLEs enhance learning outcomes beyond the standard pediatric neurology curriculum.

Main Methods:

• A prospective cluster-randomized controlled trial involving 102 medical students allocated to standard curriculum or standard curriculum plus ARLEs via a mobile app.
• Cognitive achievement was measured using a 30-item multiple-choice test, analyzed with mixed-design ANOVA and Welch t-test.

Main Results:

• No significant difference in baseline knowledge between the intervention (ARLEs) and control groups.
• Both groups showed improvement, but the ARLEs group achieved significantly higher posttest scores (P < .001, d = 1.12).
• A strong time × group interaction (P < .001, partial η² = 0.250) indicated greater learning gains with ARLE integration.

Conclusions:

• Augmented reality learning environments (ARLEs) show potential as a valuable short-term adjunct to traditional pediatric neurology education.
• ARLEs can effectively supplement face-to-face instruction, leading to improved cognitive achievement in medical students.
• Further integration of ARLEs may help address limitations in case exposure during pediatric neurology rotations.