Augmented reality in interventional radiology education: a systematic review of randomized controlled trials

Abstract

BACKGROUND: Augmented reality (AR) involves digitally overlapping virtual objects onto physical objects in real space so that individuals can interact with both at the same time. AR in medical education seeks to reduce surgical complications through high-quality education. There is uncertainty in the use of AR as a learning tool for interventional radiology procedures. OBJECTIVE: To compare AR with other learning methods in interventional radiology. DESIGN AND SETTING: Systematic review of comparative studies on teaching techniques. METHODS: We searched the Cochrane Library, MEDLINE, Embase, Tripdatabase, ERIC, CINAHL, SciELO and LILACS electronic databases for studies comparing AR simulation with other teaching methods in interventional radiology. This systematic review was performed in accordance with PRISMA and the BEME Collaboration. Eligible studies were evaluated using the quality indicators provided in the BEME Collaboration Guide no. 11, and the Kirkpatrick model. RESULTS: Four randomized clinical trials were included in this review. The level of educational evidence found among all the papers was 2B, according to the Kirkpatrick model. The Cochrane Collaboration tool was applied to assess the risk of bias for individual studies and across studies. Three studies showed an improvement in teaching of the proposed procedure through AR; one study showed that the participants took longer to perform the procedure through AR. CONCLUSION: AR, as a complementary teaching tool, can provide learners with additional skills, but there is still a lack of studies with a higher evidence level according to the Kirkpatrick model.

Augmented Reality in Interventional Radiology: Transforming Training Paradigms

“…In thoracic surgery, for instance, Rad et al illustrated how AR's capacity to vividly showcase intricate anatomies led to a noticeable decrease in preoperative preparation time [ 31 ]. A review by Gemini et al underscored AR's potential as a tool that not only complements traditional pedagogical methods in IR training but also enhances the cognitive and motor skills of learners [ 8 ]. This enhancement is particularly salient when considering the nuances of IR, where spatial understanding, intricate hand-eye coordination, and swift decision-making become paramount.…”

“…By superimposing digital information onto the real world, AR offers a unique blend of hands-on and simulated experiences [ 6 ]. For IR trainees, who must grapple with the challenges of spatial and cognitive proprioception during training [ 7 ], AR offers the ability to visualize complex anatomical structures and guide interventions, enhancing their understanding and refining their skills without compromising patient safety [ 8 ]. While numerous studies have delved into the utilization of AR in surgical training, its application in IR remains notably underexplored [ 9 ].…”

“…A gap was also identified concerning the study participants; the investigations predominantly focused on novice physicians or non-physicians, side-lining radiologists. Given the limitations in this review and the growing literature in the subsequent years, an updated review is imperative [ 8 ]. This literature review aims to provide a snapshot of how AR impacts IR education and to highlight both the transformative potential of AR and areas needing further research.…”