Augmented reality in medical education: a systematic review

Abstract

Introduction The field of augmented reality (AR) is rapidly growing with many new potential applications in medical education. This systematic review aims to investigate the current state of augmented reality applications (ARAs) as teaching tools in the healthcare field. Methods A literature search was conducted using PubMed, Embase, Web of Science, Cochrane Library, and Google Scholar. This review followed PRISMA guidelines and included publications from January 1, 2000 to June 18, 2018. Inclusion criteria were experimental studies evaluating ARAs implemented in healthcare education published in English. The quality of each study was assessed using GRADE criteria. Five stages of validity were also evaluated for each ARA. Results We identified 100,807 articles in the initial literature search; 36 met inclusion criteria for final review and were categorized into three categories: Surgery (23), Anatomy (9), and Classroom (4). The overall quality of the studies was poor. No ARAs were validated at all five levels. Conclusion While AR technology is growing at a rapid rate, the current quality and breadth of AR research in medical training is insufficient to recommend the adoption into educational curricula. More coordinated and comprehensive research is needed to define the role of AR technology in medical education.