Augmented Reality for Learning Difficulties

Overseen By Man Yee Suen

Age: 18+

Sex: Any

Trial Phase: Academic

Sponsor: Stanford University

Disqualifiers: Severe motion sickness, Seizures, Glasses

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Approved in 2 Jurisdictions This treatment is already approved in other countries

Compensation: Varies

Number of Visits: 1

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial tests how augmented reality (AR) can train anesthesiology residents during medical crises involving newborns. Experts in the U.S. will guide residents in Chile using AR headsets to enhance non-technical skills, such as communication and decision-making. The trial adheres to established safety guidelines for newborn care. It suits anesthesiology residents without severe motion sickness, nausea, seizures, or glasses incompatible with the AR gear. As an unphased trial, it offers a unique opportunity for residents to enhance their skills with cutting-edge technology.

Do I need to stop my current medications for this trial?

The trial information does not specify whether you need to stop taking your current medications. It seems focused on evaluating skills rather than medication use, so you likely won't need to stop, but it's best to confirm with the trial organizers.

What prior data suggests that this augmented reality method is safe for anesthesiology training?

Research has shown that augmented reality (AR) is generally safe and well-tolerated in educational settings. A recent review of AR and virtual reality (VR) in education confirmed their effectiveness and safety for learning. These technologies create a controlled space where users can practice skills without real-world risks.

Studies on AR's use in training and education have reported no serious side effects. The technology offers interactive and immersive experiences, aiding in skill-building and learning. This makes AR a promising tool for training medical professionals, as it simulates real-world situations without the associated dangers. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about using Augmented Reality (AR) for learning difficulties because it offers a unique way to engage and immerse participants in educational content. Unlike traditional learning methods, which often rely on textbooks or standard digital screens, AR creates an interactive environment that can adapt to individual learning needs, potentially making complex concepts easier to understand. This approach not only makes learning more engaging but also provides real-time feedback, helping learners quickly identify and address areas where they struggle.

What evidence suggests that Augmented Reality is effective for assessing non-technical skills in anesthesiology residents?

Research has shown that augmented reality (AR) can greatly improve learning. Students using AR often feel more motivated and perform better on tasks. These technologies also make learning more engaging and easier to understand. In classrooms, both students and teachers view AR's effects positively. In this trial, participants in the experimental arm will use an AR headset for workplace training modules. This makes AR a promising tool for enhancing educational experiences, including medical training like anesthesiology. ^{1 2 6 7 8}

Who Is on the Research Team?

Thomas J Caruso, MD,PhD

Principal Investigator

Stanford University

Are You a Good Fit for This Trial?

This clinical trial is open to anesthesiology residents over the age of 18 who are interested in using Augmented Reality (AR) for medical training. It focuses on non-technical skills during neonatal medical crises. Participants will engage in AR simulations facilitated by experts from the United States.

Inclusion Criteria

I am over 18 years old.

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Simulation

Participants engage in remote, international AR simulation to assess non-technical skills during a neonatal medical crisis

1 day

1 visit (virtual)

Follow-up

Participants are monitored for performance assessment immediately after simulation

immediate

What Are the Treatments Tested in This Trial?

Interventions

• Augmented Reality (AR)

Trial Overview

The study tests the effectiveness of AR technology in assessing and improving non-technical skills among anesthesiology residents during simulated neonatal emergencies, following American Heart Association and Neonatal Resuscitation Program guidelines.

How Is the Trial Designed?

Group I: Mixed Reality Simulation Experimental Treatment 1 Intervention

Participants in the experimental arm will be introduced to workplace training modules through an Augmented Reality (AR) headset.

Augmented Reality (AR) is already approved in United States for the following indications:

Approved in United States as Augmented Reality (AR) for:

• Medical education
• Anesthesiology training
• Neonatal medical crisis simulation

Who Is Running the Clinical Trial?

Stanford University

Lead Sponsor

Trials

2,527

Recruited

17,430,000+

Published Research Related to This Trial

The mobile game-based VR rehabilitation program (MoU-Rehab) significantly improved upper extremity function in stroke patients compared to conventional therapy, as measured by the Fugl-Meyer Assessment and other metrics.

The program was well-tolerated with no adverse effects reported, and patients expressed high satisfaction, indicating its feasibility as a rehabilitation tool for upper limb recovery after ischemic stroke.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Mobile game-based virtual reality rehabilitation program for upper limb dysfunction after ischemic stroke. Choi, YH., Ku, J., Lim, H., et al.[2019]

This review aims to develop and refine a program theory to understand how augmented reality (AR) and virtual reality (VR) can effectively train health and care providers, addressing the mixed evidence on their effectiveness in various settings.

The study will systematically analyze existing theories and empirical evidence to identify the contexts and mechanisms that influence the success of AR/VR training programs, ultimately aiming to enhance the quality of care and promote evidence-based practices in healthcare.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Upskilling health and care workers with augmented and virtual reality: protocol for a realist review to develop an evidence-informed programme theory. Gasteiger, N., van der Veer, SN., Wilson, P., et al.[2023]

The concept of improved reality (i-Reality) encompasses both virtual reality (VR) and augmented reality (AR), aiming to enhance real-world experiences with digital features, particularly in medical settings.

I-Reality has the potential to improve interactions between healthcare providers and patients, addressing the growing demand for medical services amidst a shortage of providers.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Virtual reality, augmented reality…I call it i-Reality. Grossmann, RJ.[2020]

Augmented reality (AR) technology can provide realistic learning experiences in medical training, which is crucial for mastering complex skills that are difficult to practice in real-life settings due to safety or cost concerns.

Current research on AR in medical education primarily focuses on its development and usability, showing promising results in enhancing motivation, training psychomotor skills, and improving understanding of complex concepts.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Augmented reality in medical education? Kamphuis, C., Barsom, E., Schijven, M., et al.[2023]

In a pilot study involving 24 neurosurgical patients, the use of a 360° augmented reality visualization platform (360 ARVP) significantly enhanced patients' understanding of their medical conditions and treatment plans, with a statistically significant improvement in their self-rated understanding (P < .0017).

95.8% of patients reported feeling more comfortable and included in their treatment decisions after using the 360 ARVP, indicating its potential as an effective tool for patient education in a clinical setting.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The First Pilot Study of an Interactive, 360° Augmented Reality Visualization Platform for Neurosurgical Patient Education: A Case Series. Lee, JJ., Klepcha, M., Wong, M., et al.[2022]

Virtual reality (VR) environments can effectively support the learning process for children with special educational needs, such as ADHD, by providing engaging and interactive experiences tailored to their requirements.

The proposed VR environments were developed using expert therapeutic guidelines and evaluated in a case study involving elementary school children in Mexico, highlighting their potential as a fun and effective educational tool during the COVID-19 pandemic.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency. Cardona-Reyes, H., Muñoz-Arteaga, J., Villalba-Condori, K., et al.[2021]

The ARETE project developed and validated several Augmented Reality (AR) applications in education, involving over 2,900 students and teachers across Europe, which demonstrated that AR can enhance cognitive tasks like understanding and applying information.

The pilot studies covered various subjects, including English literacy, Mathematics, and Geography, showing that AR not only increases student engagement but also makes learning more enjoyable and effective.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Dataset of user interactions across four large pilots on the use of augmented reality in learning experiences. Domínguez, A., Pacho, G., Bowers, L., et al.[2023]

A study involving 24 students with learning disabilities demonstrated that augmented reality (AR) technology significantly enhances self-regulation skills compared to a control group.

The research supports the implementation of AR technology in educational settings for students with disabilities, suggesting it can create a more effective and engaging learning environment.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The effect of modern technology app on the self-regulation skills of students with disabilities. Jdaitawi, M., Alturki, S., Ramzy, S., et al.[2022]

A systematic review of 50 studies from 2008 to 2018 found that Augmented Reality (AR) can enhance educational inclusion, particularly in science education, by increasing motivation and interaction among students with disabilities.

However, many studies had small sample sizes and lacked comprehensive frameworks for addressing diverse educational needs, indicating a need for further research to develop effective methodologies for inclusive education using AR.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade. Quintero, J., Baldiris, S., Rubira, R., et al.[2020]

A new medical holoimaging infrastructure was successfully developed to create and display augmented reality (AR) and mixed reality (MR) images from real patient scans, enhancing the teaching of complex medical procedures.

Using AR/MR technology, learners received improved training for invasive procedures like central venous catheter insertion, benefiting from enhanced visual cues and haptic feedback, along with real-time instructor guidance through their headset views.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Exploratory Application of Augmented Reality/Mixed Reality Devices for Acute Care Procedure Training. Kobayashi, L., Zhang, XC., Collins, SA., et al.[2022]

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