Critical Practise Is Provided by Augmented and Virtual Reality During Healthcare Training

AR, VR, and XR training are being used in medical schools and healthcare facilities to offer repeatable, immersive surgical simulations that provide beneficial practice.

Without using a cadaver or a live patient, healthcare practitioners are developing new techniques for instructing and training students and learners. Nurses, as well as doctors and surgeons, are prepared for actual practice and operations through the use of augmented reality (AR), virtual reality (VR), and even extended reality (XR).

According to research firm Research and Markets, the healthcare AR and VR industry might have a 22.5 percent compound annual growth rate between 2023 and 2027.

There are various cutting-edge technologies that make up the healthcare metaverse: A virtual image is overlaid in a real setting using augmented reality (AR), which combines real-world and computer-generated content. A virtual reality simulation is used to train medical professionals. Students studying medicine employ haptic feedback controllers and virtual reality headgear. XR includes all immersive learning techniques, including AR and VR.

As per Kristen Brown, the Johns Hopkins School of Nursing has implemented virtual reality training at all levels, from PhD to prelicensure nursing. Resuscitation, allergic reactions, postsurgical administration, acute-care management, and pediatric critical care are among the training's main focus areas.

Brown is planning on a multiplayer VR study with up to 100 participants that involves medical and nursing students.

Oculus VR headset and an Alienware system from Dell Technologies make up Johns Hopkins' VR system. Although hand haptics is included in the VR configuration, Brown claims that cognitive decision-making is more important for VR medical instruction. She wished for AI capabilities that could change in response to what kids were learning.

In contrast to training done in a cadaver or bio skills lab, where students can only perform exercises once or twice. Mazzocca says VR allows students to practise an exercise several times. Now, he argues, professors may alert students if they need to be repositioning their hands properly or spending enough time staring at an X-ray. Surgery requires a strong grasp of three dimensions, and training in hand positioning in different planes is essential.

According to Mazzocca, understanding the proper steps for an operation and taking an X-ray at the proper angle are important components of orthopedic VR surgery. Additionally, students are taught how to reduce a fractured bone, which entails aligning the ends of a shattered bone by pushing and tugging. He argues that VR enables students to practise knee or shoulder replacement or to pin fractures repeatedly without having to do it on actual patients.

According to Mazzocca, the field of virtual reality is just getting started. He claims that although the virtual reality is still in its infancy, there is still room for it to spread to all aspects of orthopedic surgery, such as hip fractures, ACL reconstructions, and shoulder instability surgeries.

According to Mazzocca, virtual reality in medicine will "continue to grow and be better, but at this point, I think it's excellent for student and resident education."

A glance at the human body's anatomy is one of the advantages of using AR and VR. There are situations where the student can enter the body and observe what is going on with the pathophysiology, anatomy, and physiology so they can truly comprehend what is going on with the patient. This could support interventions, according to Anderson.

According to her, students can observe what occurs during a heart attack or a stroke, for instance. According to Anderson, one method UCF has employed augmented reality is to get students ready for a manikin-based simulation with related material.