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      Submit your digital health research with an established publisher
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      Learning Outcomes of Immersive Technologies in Health Care Student Education: Systematic Review of the Literature.

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          Abstract

          There is a lack of evidence in the literature regarding the learning outcomes of immersive technologies as educational tools for teaching university-level health care students.

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          Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement

          David Moher, Alessandro Liberati, Jennifer Tetzlaff … (2012)
          David Moher and colleagues introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses
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            Appraising the quality of medical education research methods: the Medical Education Research Study Quality Instrument and the Newcastle-Ottawa Scale-Education.

            David A. Cook, Darcy Reed (2015)
            The Medical Education Research Study Quality Instrument (MERSQI) and the Newcastle-Ottawa Scale-Education (NOS-E) were developed to appraise methodological quality in medical education research. The study objective was to evaluate the interrater reliability, normative scores, and between-instrument correlation for these two instruments.
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              Association between funding and quality of published medical education research.

              Darcy Reed, David A. Cook, Thomas Beckman … (2007)
              Methodological shortcomings in medical education research are often attributed to insufficient funding, yet an association between funding and study quality has not been established. To develop and evaluate an instrument for measuring the quality of education research studies and to assess the relationship between funding and study quality. Internal consistency, interrater and intrarater reliability, and criterion validity were determined for a 10-item medical education research study quality instrument (MERSQI). This was applied to 210 medical education research studies published in 13 peer-reviewed journals between September 1, 2002, and December 31, 2003. The amount of funding obtained per study and the publication record of the first author were determined by survey. Study quality as measured by the MERSQI (potential maximum total score, 18; maximum domain score, 3), amount of funding per study, and previous publications by the first author. The mean MERSQI score was 9.95 (SD, 2.34; range, 5-16). Mean domain scores were highest for data analysis (2.58) and lowest for validity (0.69). Intraclass correlation coefficient ranges for interrater and intrarater reliability were 0.72 to 0.98 and 0.78 to 0.998, respectively. Total MERSQI scores were associated with expert quality ratings (Spearman rho, 0.73; 95% confidence interval [CI], 0.56-0.84; P < .001), 3-year citation rate (0.8 increase in score per 10 citations; 95% CI, 0.03-1.30; P = .003), and journal impact factor (1.0 increase in score per 6-unit increase in impact factor; 95% CI, 0.34-1.56; P = .003). In multivariate analysis, MERSQI scores were independently associated with study funding of $20 000 or more (0.95 increase in score; 95% CI, 0.22-1.86; P = .045) and previous medical education publications by the first author (1.07 increase in score per 20 publications; 95% CI, 0.15-2.23; P = .047). The quality of published medical education research is associated with study funding.
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                Author and article information

                Journal
                Journal ID (iso-abbrev): J Med Internet Res
                Title: Journal of medical Internet research
                Publisher: JMIR Publications Inc.
                ISSN (Electronic): 1438-8871
                ISSN (Print): 1438-8871
                Publication date (Electronic): February 01 2022
                Volume: 24
                Issue: 2
                Affiliations
                [1 ] Perinatal Research Centre, Obstetrics and Gynaecology, School of Medicine, University College Dublin, Dublin, Ireland.
                [2 ] School of Computer Science, University College Dublin, Dublin, Ireland.
                Article
                Publisher Item ID: v24i2e30082
                DOI: 10.2196/30082
                PMC ID: 8848248
                PubMed ID: 35103607
                SO-VID: 50287a59-45ef-43db-8eea-99a9304102cf
                Copyright © ©Grace V Ryan, Shauna Callaghan, Anthony Rafferty, Mary F Higgins, Eleni Mangina, Fionnuala McAuliffe. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 01.02.2022.
                History

                Keywords: Augmented Reality,Learning Outcomes,Medical Education,Midwifery Education,Mixed Reality,Nursing Education,Systematic Review,Virtual Reality
                Data availability:
                Keywords: Augmented Reality, Learning Outcomes, Medical Education, Midwifery Education, Mixed Reality, Nursing Education, Systematic Review, Virtual Reality

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