Virtual and Augmented Reality versus Traditional Methods for Teaching Physiotherapy: A Systematic Review

Abstract

The use of virtual worlds in health-related education is increasingly popular, but an overview of their use in physiotherapy education is still needed. The aim of this review was to analyse the use of virtual and augmented reality (VR/AR) compared to traditional methods for teaching physiotherapy. A systematic review was performed up to October 2022 in PubMed, Web of Science, Scopus, CINAHL, and PsycInfo. The quality appraisal and risk of bias were assessed by the Joana Briggs Institute checklist and the Cochrane Collaboration’s RoB Tool 2.0, respectively. A total of seven randomised and non-randomised controlled studies were included, involving 737 students. VR/AR-based teaching approaches included simulation and virtual worlds, and were conducted through immersive head-mounted displays, AR-based applications, and 3D visualisations. Three studies were focused on teaching anatomy content, two on clinical decision making skills, and the rest were focused on pathology, physiotherapy tasks or exercise performance, and movement analysis of lower limbs. Inconclusive results were found in terms of learning satisfaction and academic performance, showing VR/AR-based teaching models to be equally effective as traditional methods for teaching physiotherapy. We encourage researchers and teachers to include games in their VR/AR-based teaching approaches to enhance interaction and active learning in physiotherapy education.

Efficacy of three-dimensional models for medical education: A systematic scoping review of randomized clinical trials

“…The implementation of information and communication technologies is undergoing augmented development [ 1 , 2 ]. Regarding education, innovative and contemporary tendencies are being accepted by professors [ 2 , 3 ], thus traditional education and learning prototypes founded on lectures are being accompanied, and even substituted by some technologies [ [2] , [3] , [4] , [5] ].…”

“…Regarding education, innovative and contemporary tendencies are being accepted by professors [ 2 , 3 ], thus traditional education and learning prototypes founded on lectures are being accompanied, and even substituted by some technologies [ [2] , [3] , [4] , [5] ]. In this regard, it was accentuated emerging values in undergraduates that permit them to utilize educational resources and media conscientiously and favorably for the acquisition of information in addition to the resulting fundamental values for education: to incite functional knowledge, to offer opportune feedback, to stimulate interaction between learners and trainers, to inspire collaboration between scholars, to motivate the correct use of time, to incite undergraduate's great prospects, and to respect dissimilar learning styles [ 2 , 4 ]. These technologies-based education models are contemplated as a modern instrument that may increase enthusiasm for scholar's learning, helping as a complementary educational source for the implementation of usual instruction models [ 6 , 7 ].…”

“…These technologies-based education models are contemplated as a modern instrument that may increase enthusiasm for scholar's learning, helping as a complementary educational source for the implementation of usual instruction models [ 6 , 7 ]. This progression in the application of technologies in education also had a field around health-related education, in which technology can support improving educational practice by rising understanding and psychomotor abilities [ 2 , 8 ]. Moreover, the presence of technologies admits the formation and diffusion of digital media learning to increase knowledge gaining and to acquire “collaboration, communication, critical thinking, and creativity” [ 2 , 9 ].…”

“…This progression in the application of technologies in education also had a field around health-related education, in which technology can support improving educational practice by rising understanding and psychomotor abilities [ 2 , 8 ]. Moreover, the presence of technologies admits the formation and diffusion of digital media learning to increase knowledge gaining and to acquire “collaboration, communication, critical thinking, and creativity” [ 2 , 9 ].…”

Immersive virtual reality and augmented reality in anatomy education: A systematic review and meta‐analysis

“…Between 2020 and 2022, eight reviews have evaluated the effects of VR and AR interventions on performance outcomes in health sciences education. 1,2,4,8,[26][27][28][29] Six of these reviews were qualitative, non-meta-analytic, reviews. Three of these six thematic reviews assessed the effectiveness of XR interventions on anatomy education with data from 25, 8 20, 2 and 12 studies, 1 respectively.…”