Virtual and Augmented Reality versus Traditional Methods for Teaching Physiotherapy: A Systematic Review.

Content Provider	Europe PMC
Author	Lucena-Anton, David Fernandez-Lopez, Juan Carlos Pacheco-Serrano, Ana I. Garcia-Munoz, Cristina Moral-Munoz, Jose A.
Editor	Fernández-Salinero, Samuel Pérez-Fuentes, María del Carmen Martín, Ana Belén Barragán
Copyright Year	2022
Abstract	The use of virtual worlds in health-related education is increasingly popular, but an overview of their use in physiotherapy education is still needed. The aim of this review was to analyse the use of virtual and augmented reality (VR/AR) compared to traditional methods for teaching physiotherapy. A systematic review was performed up to October 2022 in PubMed, Web of Science, Scopus, CINAHL, and PsycInfo. The quality appraisal and risk of bias were assessed by the Joana Briggs Institute checklist and the Cochrane Collaboration’s RoB Tool 2.0, respectively. A total of seven randomised and non-randomised controlled studies were included, involving 737 students. VR/AR-based teaching approaches included simulation and virtual worlds, and were conducted through immersive head-mounted displays, AR-based applications, and 3D visualisations. Three studies were focused on teaching anatomy content, two on clinical decision making skills, and the rest were focused on pathology, physiotherapy tasks or exercise performance, and movement analysis of lower limbs. Inconclusive results were found in terms of learning satisfaction and academic performance, showing VR/AR-based teaching models to be equally effective as traditional methods for teaching physiotherapy. We encourage researchers and teachers to include games in their VR/AR-based teaching approaches to enhance interaction and active learning in physiotherapy education.
Related Links	https://europepmc.org/backend/ptpmcrender.fcgi?accid=PMC9778016&blobtype=pdf
ISSN	21748144
Journal	European Journal of Investigation in Health, Psychology and Education [Eur J Investig Health Psychol Educ]
Volume Number	12
DOI	10.3390/ejihpe12120125
PubMed Central reference number	PMC9778016
Issue Number	12
PubMed reference number	36547026
e-ISSN	22549625
Language	English
Publisher	MDPI
Publisher Date	2022-12-02
Access Restriction	Open
Rights License	Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). © 2022 by the authors.
Subject Keyword	augmented reality higher education innovation physiotherapy teaching virtual reality
Content Type	Text
Resource Type	Article
Subject	Developmental and Educational Psychology Clinical Psychology Applied Psychology