International journal of computer assisted radiology and surgery · 2025
Toward structured abdominal examination training using augmented reality.
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Schwenderling Lovis, Hanke Laura Isabel, Holst Undine, Huettl Florentine, Joeres Fabian, Huber Tobias, Hansen Christian
Аннотация
PURPOSE: Structured abdominal examination is an essential part of the medical curriculum and surgical training, requiring a blend of theory and practice from trainees. Current training methods, however, often do not provide adequate engagement, fail to address individual learning needs or do not cover rare diseases.
METHODS: In this work, an application for structured Abdominal Examination Training using Augmented Reality (AETAR) is presented. Required theoretical knowledge is displayed step by step via virtual indicators directly on the associated body regions. Exercises facilitate building up the routine in performing the examination. AETAR was evaluated in an exploratory user study with medical students (n=12) and teaching surgeons (n=2).
RESULTS: Learning with AETAR was described as fun and beneficial. Usability (SUS=73) and rated suitability for teaching were promising. All students improved in a knowledge test and felt more confident with the abdominal examination. Shortcomings were identified in the area of interaction, especially in teaching examination-specific movements.
CONCLUSION: AETAR represents a first approach to structured abdominal examination training using augmented reality. The application demonstrates the potential to improve educational outcomes for medical students and provides an important foundation for future research and development in digital medical education.
METHODS: In this work, an application for structured Abdominal Examination Training using Augmented Reality (AETAR) is presented. Required theoretical knowledge is displayed step by step via virtual indicators directly on the associated body regions. Exercises facilitate building up the routine in performing the examination. AETAR was evaluated in an exploratory user study with medical students (n=12) and teaching surgeons (n=2).
RESULTS: Learning with AETAR was described as fun and beneficial. Usability (SUS=73) and rated suitability for teaching were promising. All students improved in a knowledge test and felt more confident with the abdominal examination. Shortcomings were identified in the area of interaction, especially in teaching examination-specific movements.
CONCLUSION: AETAR represents a first approach to structured abdominal examination training using augmented reality. The application demonstrates the potential to improve educational outcomes for medical students and provides an important foundation for future research and development in digital medical education.