The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies
The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies
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DOI：
10.1186/s12909-020-1994-z
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发表时间：
2020-04-25
影响因子：
3.6
通讯作者：
Ding, Yi
中科院分区：
文献类型：
--
作者：
Zhao, Jingjie;Xu, Xinliang;Ding, Yi
背景虚拟现实(VR)是一种允许个人在三维(3D)环境中发现和操作以获得实际理解的创新。本研究旨在探讨虚拟现实技术在医学解剖学教学中的整体效果。方法对VR解剖学教学效果的随机对照研究进行Meta分析。我们浏览了从1990年到2019年的五个数据库。最终，纳入了15项带有教学结果测量分析的随机对照试验。两位作者分别选择了研究，提取了信息，并检查了偏见的风险。主要结果是学生的考试成绩。次要结果是学生的满意度。采用随机效应模型对患者的得分和满意度进行综合评价。采用标准化均数差(SMD)对系统结果进行评价。异质性用I-2统计量确定，再用Meta回归和亚组分析进行分析。结果在本综述中，我们筛选并纳入了15项随机对照研究(816名学生)。对主要结果的综合分析表明，与其他方法相比，虚拟现实方法能适度提高考试成绩(标准化平均差[SMD]=0.53；95%可信区间[CI]0.09-0.97，p<；0.05；I-2=87.8%)。高度的同质性表明这些研究是不同的。因此，我们使用七个变量(年份、国家、学习者、课程、干预、比较指标和持续时间)进行了元回归分析和分组分析。我们发现，与其他类型的教学方法相比，虚拟现实教学提高了解剖学干预后的测试成绩。结论VR可能是提高学生解剖知识水平的有效途径。未来的研究应该评估其他因素，如满意度，成本效益，以及不良反应时，评估虚拟现实在解剖学的教学效果。
Background Virtual reality (VR) is an innovation that permits the individual to discover and operate within three-dimensional (3D) environment to gain practical understanding. This research aimed to examine the general efficiency of VR for teaching medical anatomy. Methods We executed a meta-analysis of randomized controlled studies of the performance of VR anatomy education. We browsed five databases from the year 1990 to 2019. Ultimately, 15 randomized controlled trials with a teaching outcome measure analysis were included. Two authors separately chose studies, extracted information, and examined the risk of bias. The primary outcomes were examination scores of the students. Secondary outcomes were the degrees of satisfaction of the students. Random-effects models were used for the pooled evaluations of scores and satisfaction degrees. Standardized mean difference (SMD) was applied to assess the systematic results. The heterogeneity was determined by I-2 statistics, and then was investigated by meta-regression and subgroup analyses. Results In this review, we screened and included fifteen randomized controlled researches (816 students). The pooled analysis of primary outcomes showed that VR improves test scores moderately compared with other approaches (standardized mean difference [SMD] = 0.53; 95% Confidence Interval [CI] 0.09-0.97, p < 0.05; I-2 = 87.8%). The high homogeneity indicated that the studies were different from each other. Therefore, we carried out meta-regression as well as subgroup analyses using seven variables (year, country, learners, course, intervention, comparator, and duration). We found that VR improves post-intervention test score of anatomy compared with other types of teaching methods. Conclusions The finding confirms that VR may act as an efficient way to improve the learners' level of anatomy knowledge. Future research should assess other factors like degree of satisfaction, cost-effectiveness, and adverse reactions when evaluating the teaching effectiveness of VR in anatomy.