phat 24(1): e2


Use of real-time graphics in health education: A systematic review

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  • @ARTICLE{10.4108/eetpht.v9i.3209,
        author={Carlos Oscar Lepez and William Castillo-Gonzalez and Mabel Cecilia Bonardi and Carlos Alberto G\^{o}mez Cano and Adri\^{a}n Alejandro Vit\^{o}n-Castillo},
        title={Use of real-time graphics in health education: A systematic review},
        journal={EAI Endorsed Transactions on Pervasive Health and Technology},
        keywords={real-time graphics, virtual reality, augmented reality, higher education in health, nursing, health informatics},
  • Carlos Oscar Lepez
    William Castillo-Gonzalez
    Mabel Cecilia Bonardi
    Carlos Alberto Gómez Cano
    Adrián Alejandro Vitón-Castillo
    Year: 2023
    Use of real-time graphics in health education: A systematic review
    DOI: 10.4108/eetpht.v9i.3209
Carlos Oscar Lepez1,*, William Castillo-Gonzalez2,*, Mabel Cecilia Bonardi3,*, Carlos Alberto Gómez Cano4,*, Adrián Alejandro Vitón-Castillo5,*
  • 1: Universidad de Ciencias Empresariales y Sociales
  • 2: University of Buenos Aires
  • 3: Fundación Salud, Ciencia y Tecnologia
  • 4: Corporación Unificada Nacional de Educación Superior
  • 5: Universidad de Ciencias Médicas de Pinar del Río
*Contact email:,,,,


Introduction: Using real-time graphics in health education is particularly relevant in technical skill development and knowledge acquisition in surgery, emergency medicine, and nursing. Objective: To systematize the literature on using real-time graphics in health education. Methods: A systematic review was conducted in the databases: PubMed, Scopus, Embase, Web of Science, Cochrane Library, CINAHL, and ERIC. Results: The impact of real-time graphics use, including virtual reality (VR), in health education was examined, covering disciplines such as medicine, nursing, and other related professions. The findings of the selected studies for this review and existing literature suggest that implementing real-time graphics technologies in health education can significantly improve learning and the acquisition of clinical skills compared to traditional approaches. Conclusions: Virtual reality was found to be particularly effective in training technical skills and surgical procedures and improving the quality of teaching in various disciplines. These findings support experiential learning theory and the idea that repeated practice and immediate feedback in a safe and controlled environment are essential for skill acquisition.