The use of augmented reality for patient and significant other stroke education: a feasibility study

Abstract

Background: Stroke education is a key factor in minimising secondary stroke risk, yet worldwide stroke education rates are low. Technology has the potential to increase stroke education accessibility. One technology that could be beneficial is augmented reality (AR). We developed and trialled a stroke education lesson using an AR application with stroke patients and significant others. Methods: A feasibility study design was used. Following development of the AR stroke education lesson, 19 people with stroke and three significant others trialled the lesson then completed a customised mixed method questionnaire. The lesson involved narrated audio while participants interacted with a model brain via a tablet. Information about participant recruitment and retention, usage, and perceptions were collected. Results: Fifty-eight percent (n = 22) of eligible individuals consented to participate. Once recruited, 100% of participants (n = 22) were retained. Ninety percent of participants used the lesson once. Most participants used the application independently (81.82%, n = 18), had positive views about the lesson (over 80% across items including enjoyment, usefulness and perception of the application as a good learning tool) and reported improved confidence in stroke knowledge (72.73%, n = 16). Confidence in stroke knowledge post-lesson was associated with comfort using the application (p = 0.046, Fisher’s exact test) and perception of the application as a good learning tool (p = 0.009, Fisher’s exact test). Conclusions: Technology-enhanced instruction in the form of AR is feasible for educating patients and significant others about stroke. Further research following refinement of the lesson is required.

Perceptions About Augmented Reality in Remote Medical Care: Interview Study of Emergency Telemedicine Providers

“…Although our interviews reiterate the benefits of AR for medical trainees, they also suggest the use of AR in remotely teaching those without professions in health care. A recent study describes the use of AR in stroke education for patients [ 63 ], whereas a review of AR in overall patient education yields few studies, even though its results demonstrate positive ratings in patient satisfaction, interest, and comfort in AR as a learning tool [ 64 ]. Despite the potential for AR to facilitate teaching over large distances for a variety of populations, the literature so far and this study’s results suggest that the emergence of AR in telemedicine would likely appear in provider-to-provider contexts before provider-to-nonprovider contexts.…”

Virtual Models Using Augmented Reality May Provide a Suitable Supplement, Although Not a Physical Specimen Replacement, in Pathology Education

“…This is echoed in our survey, where one of the most significant concerns with AR replacing physical models is the loss of realism, as AR models are not an authentic representation of real pathology. Furthermore, dissection and tissue handling cannot be performed on AR, nor can students learn through tactile sensation from feeling the texture of the specimens [26,27]. In a study exploring teaching tissue pathology with cadavers, students agreed that working with cadaveric specimens improved their gross tissue identification, handling and dissection techniques which students believe to be highly relevant for their learning [28].…”