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已发表论文
混合现实技术在医学生教育中的应用：一项范围综述
Authors Zhang R , Xiang W, Xia L, Qi H, Liu W
Received 17 July 2025
Accepted for publication 5 November 2025
Published 12 November 2025 Volume 2025:18 Pages 7443—7457
DOI https://doi.org/10.2147/JMDH.S532712
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr David C. Mohr
Rui Zhang,1,* Wei Xiang,1,* Lu Xia,2 Haixia Qi,1 Wenbao Liu1
1Faculty of Military Health Services, Naval Medical University, Shanghai, 200438, People’s Republic of China; 2Day Surgery Unit, Huadong Hospital Affiliated to Fudan University, Shanghai, 200040, People’s Republic of China
*These authors contributed equally to this work
Correspondence: Haixia Qi, Faculty of Military Health Services, Naval Medical University, Shanghai, 200438, People’s Republic of China, Email qihaixiaqsm@163.com Wenbao Liu, Faculty of Military Health Services, Naval Medical University, Shanghai, 200438, People’s Republic of China, Email pupfish@163.com
Objective: To provide an overview of the current state of mixed reality (MR) technology’s application in medical education and to review a research scope of the area.
Methods: According to the Joanna Briggs Institute’s scope-based review procedures, searches were conducted in the following databases: PubMed, Embase, Web of Science Core Collection, Cochrane Library, CNKI, WanFang Database, and VIP Database. The included literatures were compiled and examined, and the search period was limited to the period from the database’s creation to April 20, 2025.
Results: In all, 4118 records were found. After eligibility assessment, 28 studies in English or Chinese that examine the use of MR in education for medical students were included. Data extraction focused on theoretical/skills test scores, students’ satisfaction, testing and evaluation of the system operation as well as students’ learning interest of MR. The majority of studies indicated MR technology effectively enhances students’ theoretical knowledge and skill proficiency. Eighteen studies consistently reported a high students’ satisfaction level with MR-assisted instruction; MR systems demonstrated favorable usability due to its high consistency. Ten studies showed students in the MR-assisted learning groups exhibit heightened learning interest.
Conclusion: MR Technology has demonstrated excellent performance in enhancing students’ mastery of theories/skills, improving students’ satisfaction, and increasing students’ interest. However, it has not yet been widely adopted due to the high costs associated with teacher training and the purchase and maintenance of equipment. The future should prioritize continuously developing the immersive experience and engagement of MR technology, integrating ecological instantaneous evaluation methodologies and artificial intelligence technology, and combining economic benefit analysis and feasibility testing to perform higher-quality original research.
Keywords: mixed reality, medical education, review of scope
1Faculty of Military Health Services, Naval Medical University, Shanghai, 200438, People’s Republic of China; 2Day Surgery Unit, Huadong Hospital Affiliated to Fudan University, Shanghai, 200040, People’s Republic of China
*These authors contributed equally to this work
Correspondence: Haixia Qi, Faculty of Military Health Services, Naval Medical University, Shanghai, 200438, People’s Republic of China, Email qihaixiaqsm@163.com Wenbao Liu, Faculty of Military Health Services, Naval Medical University, Shanghai, 200438, People’s Republic of China, Email pupfish@163.com
Objective: To provide an overview of the current state of mixed reality (MR) technology’s application in medical education and to review a research scope of the area.
Methods: According to the Joanna Briggs Institute’s scope-based review procedures, searches were conducted in the following databases: PubMed, Embase, Web of Science Core Collection, Cochrane Library, CNKI, WanFang Database, and VIP Database. The included literatures were compiled and examined, and the search period was limited to the period from the database’s creation to April 20, 2025.
Results: In all, 4118 records were found. After eligibility assessment, 28 studies in English or Chinese that examine the use of MR in education for medical students were included. Data extraction focused on theoretical/skills test scores, students’ satisfaction, testing and evaluation of the system operation as well as students’ learning interest of MR. The majority of studies indicated MR technology effectively enhances students’ theoretical knowledge and skill proficiency. Eighteen studies consistently reported a high students’ satisfaction level with MR-assisted instruction; MR systems demonstrated favorable usability due to its high consistency. Ten studies showed students in the MR-assisted learning groups exhibit heightened learning interest.
Conclusion: MR Technology has demonstrated excellent performance in enhancing students’ mastery of theories/skills, improving students’ satisfaction, and increasing students’ interest. However, it has not yet been widely adopted due to the high costs associated with teacher training and the purchase and maintenance of equipment. The future should prioritize continuously developing the immersive experience and engagement of MR technology, integrating ecological instantaneous evaluation methodologies and artificial intelligence technology, and combining economic benefit analysis and feasibility testing to perform higher-quality original research.
Keywords: mixed reality, medical education, review of scope