Assessing the Impact of Augmented Reality on Surgical Skills Training for Medical Students: A Systematic Review

Abstract

Augmented reality (AR) is increasingly being explored as a tool to enhance surgical skills training in medical education. This systematic review evaluates the effectiveness of AR in improving surgical skills among medical students. A comprehensive literature search identified studies on AR in surgical training, and data were extracted on sample size, type and dose of intervention, AR technology, application context, parameters, diagnoses, outcomes, and main results. Five studies were included, demonstrating that AR significantly improved technical performance (mean improvement of 35%, 95% CI (28%-42%)), accuracy (mean improvement of 29%, 95% CI (23%-35%)), and procedural knowledge (mean improvement of 32%, 95% CI (25%-39%)) compared to traditional methods. AR also resulted in higher student engagement (mean score 4.5/5, SD = 0.6), satisfaction (mean score 4.7/5, SD = 0.5), and confidence (mean improvement of 30%, 95% CI (24%-36%)). However, variability in AR technologies, intervention types, and outcome measures was observed. Small sample sizes (median = 34) and short follow-up periods (median = two weeks) limited generalizability. Despite these limitations, AR shows potential for enhancing surgical skills training, and optimizing its use could improve medical education and patient care. Further research is required to establish standardized protocols and validate the long-term efficacy of AR in surgical education.

Keywords: augmented reality; medical education; medical students; procedural knowledge; student engagement; surgical skills; surgical training; systematic review; technical performance.

Figure 1. PRISMA flowchart for the search and selection of studies

PRISMA: Preferred Reporting Items for Systematic Reviews and Meta-Analyses