Augmented Reality in Interventional Radiology: Transforming Training Paradigms

Abstract

The ascent of medical technology places augmented reality (AR) at the forefront of potential advancements in interventional radiology (IR) training. This review delves into the symbiotic relationship between AR and conventional IR training, casting light on the opportunities and hurdles intrinsic to this integration. A targeted literature review was conducted using the databases PubMed, Cochrane Library, and Embase. Search terms included ((("Augmented Reality" OR "Virtual Reality")) AND ((Education OR Training))) AND (("Interventional Radiology")). Ten studies identified using the comprehensive inclusion criteria helped scrutinize the use of AR in IR training. Key outcomes include improved procedural accuracy, reduced training duration, and heightened trainee confidence. However, it also identifies limitations such as small sample sizes, reliance on simulation environments, and technological constraints in AR implementation. Despite these challenges, the review underscored the transformative potential of AR in IR education, suggesting its capacity to revolutionize training methodologies. However, it also calls for continued technological development and empirical research to address current challenges and fully leverage AR's capabilities in medical education.

Keywords: augmented reality; healthcare tech contest; interventional radiology; medical education; medical simulation.

Figure 1. PRISMA flow diagram of study selection

PRISMA flowchart depicting the process from the initial identification of 5,973 studies through database searching to the final inclusion of 10 studies in the review, after screening and assessing based on the methodology described, for the relevance to Interventional Radiology (IR) and use of Augmented Reality (AR) technologies.

Figure 2. Risk of bias of studies using Cochrane risk-of-bias tool

Application of the Revised Cochrane Risk-of-Bias Tool [12]. This tool was utilised to evaluate the bias risk in individual studies as well as collectively across studies included in the analysis [14-23].