Assessing Whether Recognition Skill Development is Enhanced with Augmented Reality-Based Training as Compared to Traditional Training: A Laboratory Study

Abstract

Immersive technology such as virtual, augmented, and mixed reality has been used in entertainment. Applying this technology for educational purposes is a natural extension. We tested the ability of immersive technology to enhance medical education within a scenario about progressively worsening tension pneumothorax using a virtual patient. The goals of the study were 1) to determine whether those in the experimental group were better able to differentiate between normal and abnormal perceptual cues, and 2) to obtain feedback about the Augmented Reality (AR) training experience. For this study, the control group received traditional textbook training about tension pneumothorax. The experimental group received the same textbook training plus the AR tension pneumothorax scenario. An augmented reality headset was used to display a virtual patient on a table for the experimental group participants. All participants completed a pre and post-training knowledge test. Changes in the score of the accuracy from pre-post tests were used to establish whether the experimental group was better able to classify the perceptual cues. All participants responded to questions about the training experience at the end of the session. We discuss whether adding augmented reality training allowed medical students to better discern between abnormal and normal cues, and report our insights for what learning objectives AR can support in simulation-based training.