Use of real-time graphics in health education: A systematic review

被引：0

作者：

Gonzalez-Argote J. ^{[1
,2
]}

Lepez C.O. ^{[2
,3
]}

Castillo-Gonzalez W. ^{[2
,4
]}

Bonardi M.C. ^{[2
,3
]}

Cano C.A.G. ^{[5
]}

Vitón-Castillo A.A. ^{[6
]}

机构：

[1] Universidad Abierta Interamericana, Facultad de Medicina y Ciencias de la Salud, Carrera de Medicina. Ciudad Autónoma de Buenos Aires

[2] Fundación Salud, Ciencia y Tecnología. Ciudad Autónoma de Buenos Aires

[3] Universidad de Ciencias Empresariales y Sociales, Ciudad Autónoma de Buenos Aires

[4] Universidad de Buenos Aires, Facultad de Medicina, Instituto de Investigaciones en Microbiología y Parasitología Médica-CONICET, Ciudad Autónoma de Buenos Aires

[5] Corporación Unificada Nacional de Educación Superior – CUN, Florencia

[6] Universidad de Ciencias Médicas de Pinar del Río, Facultad de Ciencias médicas “Dr. Ernesto Che Guevara de la Serna”, Pinar del Río

来源：

EAI Endorsed Transactions on Pervasive Health and Technology | 2023年 / 9卷 / 01期

关键词：

augmented reality; health informatics; higher education in health; nursing; real-time graphics; virtual reality;

D O I：

10.4108/eetpht.v9i.3209

中图分类号：

学科分类号：

摘要：

Introduction: Using real-time graphics in health education is particularly relevant in technical skill development and knowledge acquisition in surgery, emergency medicine, and nursing. Objective: To systematize the literature on using real-time graphics in health education. Methods: A systematic review was conducted in the databases: PubMed, Scopus, Embase, Web of Science, Cochrane Library, CINAHL, and ERIC. Results: The impact of real-time graphics use, including virtual reality (VR), in health education was examined, covering disciplines such as medicine, nursing, and other related professions. The findings of the selected studies for this review and existing literature suggest that implementing real-time graphics technologies in health education can significantly improve learning and the acquisition of clinical skills compared to traditional approaches. Conclusions: Virtual reality was found to be particularly effective in training technical skills and surgical procedures and improving the quality of teaching in various disciplines. These findings support experiential learning theory and the idea that repeated practice and immediate feedback in a safe and controlled environment are essential for skill acquisition. © 2023 González-Argote et al.

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