PDF(Pubmed)
Abstract：
UNASSIGNED: This umbrella review aims to ascertain the extent to which immersive Virtual Reality (VR) and Augmented Reality (AR) technologies improve specific competencies in healthcare professionals within medical education and training, in contrast to traditional educational methods or no intervention.
UNASSIGNED: Adhering to PRISMA guidelines and the PICOS approach, a systematic literature search was conducted across major databases to identify studies examining the use of VR and AR in medical education. Eligible studies were screened and categorized based on the PICOS criteria. Descriptive statistics and chi-square tests were employed to analyze the data, supplemented by the Fisher test for small sample sizes or specific conditions.
UNASSIGNED: The analysis involved cross-tabulating the stages of work (Development and Testing, Results, Evaluated) and variables of interest (Performance, Engagement, Performance and Engagement, Effectiveness, no evaluated) against the types of technologies used. Chi-square tests assessed the associations between these categorical variables.
UNASSIGNED: A total of 28 studies were included, with the majority reporting increased or positive effects from the use of immersive technologies. VR was the most frequently studied technology, particularly in the \"Performance\" and \"Results\" stages. The chi-square analysis, with a Pearson value close to significance (p = 0.052), suggested a non-significant trend toward the association of VR with improved outcomes.
UNASSIGNED: The results indicate that VR is a prevalent tool in the research landscape of medical education technologies, with a positive trend toward enhancing educational outcomes. However, the statistical analysis did not reveal a significant association, suggesting the need for further research with larger sample sizes. This review underscores the potential of immersive technologies to enhance medical training yet calls for more rigorous studies to establish definitive evidence of their efficacy.
UNASSIGNED: Adhering to PRISMA guidelines and the PICOS approach, a systematic literature search was conducted across major databases to identify studies examining the use of VR and AR in medical education. Eligible studies were screened and categorized based on the PICOS criteria. Descriptive statistics and chi-square tests were employed to analyze the data, supplemented by the Fisher test for small sample sizes or specific conditions.
UNASSIGNED: The analysis involved cross-tabulating the stages of work (Development and Testing, Results, Evaluated) and variables of interest (Performance, Engagement, Performance and Engagement, Effectiveness, no evaluated) against the types of technologies used. Chi-square tests assessed the associations between these categorical variables.
UNASSIGNED: A total of 28 studies were included, with the majority reporting increased or positive effects from the use of immersive technologies. VR was the most frequently studied technology, particularly in the \"Performance\" and \"Results\" stages. The chi-square analysis, with a Pearson value close to significance (p = 0.052), suggested a non-significant trend toward the association of VR with improved outcomes.
UNASSIGNED: The results indicate that VR is a prevalent tool in the research landscape of medical education technologies, with a positive trend toward enhancing educational outcomes. However, the statistical analysis did not reveal a significant association, suggesting the need for further research with larger sample sizes. This review underscores the potential of immersive technologies to enhance medical training yet calls for more rigorous studies to establish definitive evidence of their efficacy.
摘要：
■本综述旨在确定沉浸式虚拟现实（VR）和增强现实（AR）技术在多大程度上提高医学教育和培训中医疗保健专业人员的特定能力，与传统的教育方法或没有干预相反。
■遵守PRISMA指南和PICOS方法，我们在主要数据库中进行了系统的文献检索,以确定研究VR和AR在医学教育中的应用.根据PICOS标准筛选和分类合格的研究。采用描述性统计和卡方检验对数据进行分析，对于小样本量或特定条件，辅以Fisher检验。
■分析涉及对工作阶段进行交叉制表(开发和测试，Results,评估的)和感兴趣的变量(性能，订婚,绩效和参与度，有效性,没有评估)针对使用的技术类型。卡方检验评估了这些分类变量之间的关联。
■共纳入28项研究，大多数人报告说，使用沉浸式技术会增加或产生积极影响。VR是最常被研究的技术，特别是在“性能”和“结果”阶段。卡方分析，皮尔逊值接近显著性(p=0.052)，提示VR与改善的结果相关的趋势不显著。
■结果表明，VR是医学教育技术研究领域的普遍工具，具有提高教育成果的积极趋势。然而,统计分析没有显示出显著的关联，这表明需要用更大的样本量进行进一步的研究。这篇综述强调了沉浸式技术在加强医学培训方面的潜力，但仍需要更严格的研究来建立其疗效的明确证据。
■遵守PRISMA指南和PICOS方法，我们在主要数据库中进行了系统的文献检索,以确定研究VR和AR在医学教育中的应用.根据PICOS标准筛选和分类合格的研究。采用描述性统计和卡方检验对数据进行分析，对于小样本量或特定条件，辅以Fisher检验。
■分析涉及对工作阶段进行交叉制表(开发和测试，Results,评估的)和感兴趣的变量(性能，订婚,绩效和参与度，有效性,没有评估)针对使用的技术类型。卡方检验评估了这些分类变量之间的关联。
■共纳入28项研究，大多数人报告说，使用沉浸式技术会增加或产生积极影响。VR是最常被研究的技术，特别是在“性能”和“结果”阶段。卡方分析，皮尔逊值接近显著性(p=0.052)，提示VR与改善的结果相关的趋势不显著。
■结果表明，VR是医学教育技术研究领域的普遍工具，具有提高教育成果的积极趋势。然而,统计分析没有显示出显著的关联，这表明需要用更大的样本量进行进一步的研究。这篇综述强调了沉浸式技术在加强医学培训方面的潜力，但仍需要更严格的研究来建立其疗效的明确证据。
