SynthesisFrontiers in medicine2026
Use of extended reality head-mounted displays in US health care education: a scoping review.
Synthesis in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Reimagining pain procedural education through spatial education co-presence through recorded avatar (SPECTRA) lessons.Interventional pain medicine · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: This scoping review examines the use of extended reality head-mounted displays (XRHMD), including virtual, augmented, and mixed reality, across medical and nursing educational settings. Methods: A comprehensive search of PubMed, CINAHL, and Scopus identified 29 U.S.-based studies that met the inclusion criteria. Results: Based on the studies examined, XR modalities were utilized across various skill and knowledge domains, including anatomy instruction, procedural rehearsal, emergency response, and surgical training. Most studies reported high learner satisfaction, citing enhanced engagement, spatial understanding, and opportunities for repeated, standardized practice. Knowledge gains were mixed, with 60% of studies showing improvement, while others demonstrated no significant advantage over traditional methods. Examination of feasibility outcomes highlighted the promise of XR for scalable, remote, and immersive instruction; however, implementation challenges were frequently reported, including technical limitations (battery life, connectivity, field of view), ergonomic concerns, and mild physiological side effects such as dizziness and visual strain. Discussion: Despite noted barriers, XR demonstrated benefits for complex spatial learning and procedural skill development, particularly when integrated into curricula with structured pre-briefing and debriefing. This review supports that XRHMD is a feasible, engaging, and educationally valuable modality, with greatest impact within blended, mastery-oriented health care education curricula where opportunities for repeated, standardized practice and three-dimensional visualization are critical for enhancing skill acquisition and spatial understanding. However, further longitudinal and standardized research is needed to inform best practices and long-term outcomes.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.