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增强现实与其他教学方法在学习解剖学的比较:一个系统的审查

Ally Williams¹, Zhonghua Sun^1,2, Mauro Vaccarezza^1,2

¹Curtin Medical School, Curtin University, Perth, Western Australia, Australia.

Clinical anatomy (New York, N.Y.)

|November 13, 2024

概括

增强现实 (AR) 显示了向健康科学学生教授人体解剖学的潜力. 然而,目前对AR的研究是不够的.

科学领域:

医学教育医学教育
卫生科学卫生科学卫生科学
解剖学教学学术的教育学

背景情况:

增强现实 (AR) 通过将数字解剖模型叠加到现实世界中,提供沉浸式学习体验.
它在健康科学教育中的应用越来越多,特别是在后流行时代,需要对其有效性的分析.
现有的研究将AR与传统方法进行比较,但结果需要进行批判性评估.

研究的目的:

系统地审查和分析AR对本科人体解剖学学习成果 (LO) 的影响.
将AR教学方法与替代教学方法进行比较.
在解剖学教育中为AR提供流行后的视角.

主要方法:

按照PRISMA 2020协议进行系统审查,搜索数据库 (WOS,Scopus,MEDLINE,EMBASE,PubMed) 来查找2020年1月至2024年4月的研究.
包括的研究比较了AR (包括混合现实) 与其他解剖学教学方法;虚拟现实研究被排除在外.
通过使用多种研究质量评估 (QuADS) 工具评估研究质量;数据使用融合综合方法进行合成.

主要成果:

审查了17篇文章,比较了头戴显示器 (HMD) AR (9项研究) 和移动AR (8项研究).
在12项研究中,学习结果 (LO) 主要是无意义的.
由于数据不足,无法进行元分析;发现了重大偏差风险和方法限制.

结论:

虽然AR对解剖学教育有希望,但目前的证据受研究异质性和不一致的术语限制.
增强现实在改善学习成果方面的有效性需要通过强大的方法进一步研究.
未来的研究应该利用专业的AR技术,并纳入教育工作者的反,以获得可靠,可操作的见解.

关键词:

盟友卫生健康协会解剖学教育的教育.增强现实 (AR) 是一种增强现实.卫生科学卫生科学学习成果的学习成果.医学教育医学教育混合现实混合现实.系统性审查系统性审查教学方法教学方法本科生是本科生.

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