Looking at Social Interactions in Medical Education with Dual Eye-Tracking Technology: A Scoping Review

Abstract

Purpose Social interactions are fundamental to effective medical practice, yet assessing these complex dynamics in educational settings remains challenging. This review critically examines the emerging use of dual eye-tracking technology as a novel method to quantify, analyze, and enhance social interactions within medical education contexts. Materials and Methods We performed a scoping review of the literature, focusing on studies that utilized dual eye-tracking within medical education contexts. Our search included multiple databases and journals. We extracted information on technical setups, areas of application, participant characteristics, dual eye-tracking metrics, and main findings. Results Ten studies published between 2012 and 2021 met the inclusion criteria, with 90% utilizing dual screen-based- and 10% dual mobile eye-tracking. All studies were conducted in the context of surgical training, primarily focusing on laparoscopic surgery. We identified two main applications of dual eye-tracking: (1) as an educational intervention to improve collaboration, (2) as a diagnostic tool to identify interaction pattern that were associated with learning. Key metrics included joint visual attention, gaze delay and joint mental effort. Conclusion Dual eye-tracking offers a promising technology for enhancing medical education by providing high-resolution, real-time data on social interactions. However, current research is limited by small sample sizes, outdated technology, and a narrow focus on surgical contexts. We discuss the broader implications and potential for medical education research and practice.