@文章{信息:doi/10.2196/30082，作者=“Ryan, Grace V和Callaghan, Shauna和Rafferty, Anthony和Higgins, Mary F和Mangina, Eleni和McAuliffe, Fionnuala”，标题=“沉浸式技术在医疗保健学生教育中的学习成果:文献系统综述”，期刊=“J Med Internet Res”，年=“2022”，月=“Feb”，日=“1”，卷=“24”，数=“2”，页=“e30082”，关键词=“虚拟现实”;增强现实;混合现实;学习成果;医学教育;护理教育;助产教育;背景:关于沉浸式技术作为教育工具在大学卫生保健学生教学中的学习效果，文献中缺乏证据。目的:本综述的目的是评估沉浸式技术与传统学习方式在医学、助产学和护理临床前大学教育中知识和参与者学习经历方面的学习效果。方法:根据Cochrane协作指南进行系统评价。 Randomized controlled trials comparing traditional learning methods with virtual, augmented, or mixed reality for the education of medicine, nursing, or midwifery students were evaluated. The identified studies were screened by 2 authors independently. Disagreements were discussed with a third reviewer. The quality of evidence was assessed using the Medical Education Research Study Quality Instrument (MERSQI). The review protocol was registered with PROSPERO (International Prospective Register of Systematic Reviews) in April 2020. Results: Of 15,627 studies, 29 (0.19{\%}) randomized controlled trials (N=2722 students) were included and evaluated using the MERSQI tool. Knowledge gain was found to be equal when immersive technologies were compared with traditional learning modalities; however, the learning experience increased with immersive technologies. The mean MERSQI score was 12.64 (SD 1.6), the median was 12.50, and the mode was 13.50. Immersive technology was predominantly used to teach clinical skills (15/29, 52{\%}), and virtual reality (22/29, 76{\%}) was the most commonly used form of immersive technology. Knowledge was the primary outcome in 97{\%} (28/29) of studies. Approximately 66{\%} (19/29) of studies used validated instruments and scales to assess secondary learning outcomes, including satisfaction, self-efficacy, engagement, and perceptions of the learning experience. Of the 29 studies, 19 (66{\%}) included medical students (1706/2722, 62.67{\%}), 8 (28{\%}) included nursing students (727/2722, 26.71{\%}), and 2 (7{\%}) included both medical and nursing students (289/2722, 10.62{\%}). There were no studies involving midwifery students. The studies were based on the following disciplines: anatomy, basic clinical skills and history-taking skills, neurology, respiratory medicine, acute medicine, dermatology, communication skills, internal medicine, and emergency medicine. Conclusions: Virtual, augmented, and mixed reality play an important role in the education of preclinical medical and nursing university students. When compared with traditional educational modalities, the learning gain is equal with immersive technologies. Learning outcomes such as student satisfaction, self-efficacy, and engagement all increase with the use of immersive technology, suggesting that it is an optimal tool for education. ", issn="1438-8871", doi="10.2196/30082", url="//www.mybigtv.com/2022/2/e30082", url="https://doi.org/10.2196/30082", url="http://www.ncbi.nlm.nih.gov/pubmed/35103607" }