RT journal article
T1 Virtual and Augmented Reality versus Traditional Methods for Teaching Physiotherapy: A Systematic Review
A1 Lucena Antón, David Manuel
A1 Fernández López, Juan Carlos
A1 García Muñoz, Cristina
A1 Moral Muñoz, José Antonio
A1 Pacheco Serrano, Ana I.
A2 Enfermería y Fisioterapia
K1 augmented reality
K1 higher education
K1 innovation
K1 physiotherapy
K1 teaching
K1 virtual reality
AB The use of virtual worlds in health-related education is increasingly popular, but anoverview of their use in physiotherapy education is still needed. The aim of this review was toanalyse the use of virtual and augmented reality (VR/AR) compared to traditional methods forteaching physiotherapy. A systematic review was performed up to October 2022 in PubMed, Web ofScience, Scopus, CINAHL, and PsycInfo. The quality appraisal and risk of bias were assessed by theJoana Briggs Institute checklist and the Cochrane Collaboration’s RoB Tool 2.0, respectively. A totalof seven randomised and non-randomised controlled studies were included, involving 737 students.VR/AR-based teaching approaches included simulation and virtual worlds, and were conductedthrough immersive head-mounted displays, AR-based applications, and 3D visualisations. Threestudies were focused on teaching anatomy content, two on clinical decision making skills, and the restwere focused on pathology, physiotherapy tasks or exercise performance, and movement analysisof lower limbs. Inconclusive results were found in terms of learning satisfaction and academicperformance, showing VR/AR-based teaching models to be equally effective as traditional methodsfor teaching physiotherapy. We encourage researchers and teachers to include games in their VR/ARbased teaching approaches to enhance interaction and active learning in physiotherapy education
PB MDPI
SN 2174-8144
YR 2022
FD 2022-12-02
LK http://hdl.handle.net/10498/29148
UL http://hdl.handle.net/10498/29148
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 09-nov-2026