Clinical toxicology (Philadelphia, Pa.) · 2025
Leveraging augmented reality for remote medical toxicology training using an observed clinical case-based simulation: a novel educational approach.
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Ralph Ravikar, Balachandran Amith, Jambugulam Mohan, Rosenberg Lynne, George Krupa, Velavan Jachin, Rebekah Grace, Buchanan Jennie A, Hoyte Christopher O
Аннотация
INTRODUCTION: Formal medical toxicology training is limited in many resource-constrained regions, including India, where poisonings and envenomations are highly prevalent. There is an urgent need for accessible toxicology education for healthcare providers in these settings. This study evaluates a novel augmented reality-based observed simulation model to remotely teach medical toxicology concepts to physicians-in-training in India.
METHODS: A toxicology topic relevant to India was selected, and key learning objectives defined. An augmented reality-based module was developed involving a clinical-case simulation with overlaid visuals. The trainer in the United States, streamed the session via an augmented reality headset to learners in India using a virtual communication platform. A user experience survey and pre-/post-tests were conducted immediately before and after the educational session, with knowledge gain analyzed using a paired t-test (P <0.05).
RESULTS: One hundred and twenty-four participants attended, comprising third- and fourth-year medical students and interns. The mean post-test score improved significantly from 11.10 (±2.81) to 16.80 (±2.37; maximum score: 20), with a mean increase of 5.70 (±2.91, P <0.001). Qualitative feedback supported augmented reality and simulation as effective remote teaching tools.
DISCUSSION: This study demonstrates the feasibility of using an augmented reality and simulation-based remote model to teach medical toxicology. A statistically significant improvement in test scores indicated short-term knowledge gain. Important limitations included the absence of delayed post-testing to assess retention, lack of a comparator group taught using traditional instructional methods, and no use of validated tools to measure immersion and motivation.
CONCLUSIONS: Augmented reality and simulation-based remote teaching models can serve as effective, immersive, and interactive tools where in-person training is constrained. They offer a much-needed opportunity to link institutions with established medical toxicology programs to physicians in countries lacking formal training, helping bridge critical global education gaps.
METHODS: A toxicology topic relevant to India was selected, and key learning objectives defined. An augmented reality-based module was developed involving a clinical-case simulation with overlaid visuals. The trainer in the United States, streamed the session via an augmented reality headset to learners in India using a virtual communication platform. A user experience survey and pre-/post-tests were conducted immediately before and after the educational session, with knowledge gain analyzed using a paired t-test (P <0.05).
RESULTS: One hundred and twenty-four participants attended, comprising third- and fourth-year medical students and interns. The mean post-test score improved significantly from 11.10 (±2.81) to 16.80 (±2.37; maximum score: 20), with a mean increase of 5.70 (±2.91, P <0.001). Qualitative feedback supported augmented reality and simulation as effective remote teaching tools.
DISCUSSION: This study demonstrates the feasibility of using an augmented reality and simulation-based remote model to teach medical toxicology. A statistically significant improvement in test scores indicated short-term knowledge gain. Important limitations included the absence of delayed post-testing to assess retention, lack of a comparator group taught using traditional instructional methods, and no use of validated tools to measure immersion and motivation.
CONCLUSIONS: Augmented reality and simulation-based remote teaching models can serve as effective, immersive, and interactive tools where in-person training is constrained. They offer a much-needed opportunity to link institutions with established medical toxicology programs to physicians in countries lacking formal training, helping bridge critical global education gaps.