Editorial
Use of real-time graphics in health education: A systematic review
@ARTICLE{10.4108/eetpht.v9i.3209, author={Javier Gonzalez-Argote and 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}, volume={9}, number={1}, publisher={EAI}, journal_a={PHAT}, year={2023}, month={7}, keywords={real-time graphics, virtual reality, augmented reality, higher education in health, nursing, health informatics}, doi={10.4108/eetpht.v9i.3209} }- Javier Gonzalez-Argote
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
PHAT
EAI
DOI: 10.4108/eetpht.v9i.3209
Abstract
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.
Copyright © 2023 González-Argote et al., licensed to EAI. This is an open access article distributed under the terms of the CC BYNC-SA 4.0, which permits copying, redistributing, remixing, transformation, and building upon the material in any medium so long as the original work is properly cited.