Mobile Mixed Reality for Critical Thinking in Healthcare Education
Description
This dataset is linked to a submission to Elsevier titled: "Exploring mobile mixed reality for critical thinking in nursing and healthcare education: a systematic review". Background: Mixed reality has increasingly been utilised in nursing and healthcare higher education as the ubiquity of mobile devices improves to access virtual environments (i.e., mobile mixed reality). However, the pedagogical consideration of how mobile mixed reality facilitates critical thinking skills is yet to be explored. Objective: This systematic review investigated the state of the art of how mobile mixed reality facilitates critical thinking skills in healthcare higher education. Methods: The review followed the PRISMA protocol and was registered prospectively with PROSPERO. A search in seven databases (MEDLINE, PsychINFO, AMED, ERIC, Scopus, Cochrane, and Web of Science) was conducted with 3488 titles and abstracts screened according to pre-determined inclusion and exclusion criteria, resulting in 12 included studies. The quality of included studies was evaluated using the Mixed Methods Assessment Tool (MMAT). Results: The breadth of healthcare disciplines was limited to dentistry, medicine, nursing, midwifery, and paramedicine who mainly utilised bespoke scenarios on head mounted displays. Most scenarios were emergency or critical response by nature, with limited time provided for pre-brief, debrief, or overall user time. Only two studies directly measured critical thinking, with others indirectly referring to development of ‘decision making’ by experience of diagnosis, interpretation, analysis, and evaluation of healthcare scenarios in a mixed reality environment. Affordances and design principles for future development of mobile mixed reality for critical thinking in nursing and healthcare higher education are identified. Conclusion: While some pedagogical affordances of mobile mixed reality can be identified in a narrow number of healthcare disciplines; there remains to be limited valid measure of critical thinking skills used to quantify effectiveness. Future studies would benefit to consider scenarios beyond emergency and critical responses, include longitudinal studies that reflect development of critical thinking over time, and exploration of co-designed scenarios with and by nursing and allied healthcare students. Registration: PROSPERO (ID: CRD42021286931).
Files
Steps to reproduce
This review utilised the Preferred Reporting Items for Systematic Reviews and Meta-analysis Protocols (PRISMA) guidelines for reporting studies (Page et al., 2021). The protocol was registered in the PROSPERO international prospective register of systematic reviews by the National Institute for Health Research (NIHR) (Protocol registration ID: CRD42021286931). Seven databases and grey literature were searched up to the 19th November 2022. A list of key search terms were established using the PICO criteria. The review included studies that (i) involved university or tertiary education students (undergraduate and postgraduate); (ii) enrolled in healthcare education programmes; (iii) that used mobile mixed reality; (iv) with reference to the facilitation of critical thinking skills. Studies were included if they integrated real and/ or immersive environments using mixed reality (e.g., virtual reality, augmented reality, or mixed reality) using mobile technology (e.g., mobile phone/ smartphone; augmented reality object/ cube; head mounted display; or wearable technology). Due to the dynamic nature of the intervention (mobile mixed reality), all study designs were eligible, including systematic, scoping, and integrative reviews on the topic. Studies were limited to those written in English language. The review excluded conference proceedings and primary investigation of simulation suites and Cave Automated Virtual Environment (CAVE)s. Records from each database and grey literature were exported to Covidence for review. Two review authors independently screened the titles and abstracts for inclusion, before screening the full-text articles of the identified records according to the eligibility criteria. Any conflicts were discussed by the reviewers, or a third reviewer was consulted until a resolution was met. Duplicates were identified and excluded. Cohen’s kappa indicated a high level of agreement between the authors for interrater reliability of trial selection (kappa = 0.84; 95%CI = 0.63 to 1.0; P = 0.92) (McHugh, 2012). Coding procedures were developed according to the PICO criteria (population, intervention, comparison, and outcome). The population (P) focused on healthcare higher education- including country, health discipline and sample size. Coding of the mobile mixed reality intervention (I) included extraction of device type and mode in comparison (C) to conventional or alternate approaches where available. The primary outcomes (O) were (i) the development of critical thinking skills and (ii) perceptions on the use of mixed reality in healthcare education. The quality of included studies was determined by the mixed methods appraisal tool (MMAT) (Hong et al., 2019).