International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Mixed Reality in Medical Education: A Systematic Analysis of Implementation, Outcomes, and Future Directions

Author(s) Suresh Vakkalanka
Country United States
Abstract The integration of Mixed Reality (MR) technology in medical education represents a paradigm shift in how healthcare professionals acquire and refine clinical skills. This article examines the implementation and effectiveness of MR-based training across multiple medical education settings (n=156) over a 24-month period, evaluating its impact on skill acquisition, knowledge retention, and clinical competency development. Through a mixed-methods approach combining quantitative performance metrics and qualitative feedback from both learners (n=487) and instructors (n=42), our research demonstrates significant improvements in procedural accuracy (p<0.001) and decision-making capabilities (37.8% increase) compared to traditional training methods. MR-enhanced training scenarios, particularly in surgical simulation and diagnostic procedures, showed reduced learning curves (mean reduction: 42.3%) and increased learner confidence (84.6% positive response rate). While implementation challenges including infrastructure costs (average $175,000 per facility) and technical integration barriers were identified, the long-term educational benefits outweighed initial investments, with a 68% reduction in training-related expenses over a three-year period. The findings establish a comprehensive framework for MR integration in medical curricula, demonstrating its potential to transform healthcare education through immersive, risk-free training environments that effectively bridge the gap between theoretical knowledge and practical clinical skills.
Keywords Mixed Reality Medical Education, Healthcare Professional Training, Immersive Clinical Simulation, Surgical Skills Development, Medical Curriculum Innovation.
Field Computer
Published In Volume 6, Issue 6, November-December 2024
Published On 2024-11-21
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E-ISSN 2582-2160
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