Sağlık profesyonellerinin eğitiminde artırılmış gerçeklik uygulamaları

Yıl 2021, Cilt: 7 Sayı: 2, 130 - 148, 29.04.2021

Belgin Boz Yuksekdag

https://doi.org/10.51948/auad.887267

Cited By: 3

Öz

Sağlık profesyonellerinin (doktor, hemşire, ebe vd.) eğitimi, nitelikli sağlık hizmetlerinin sunulmasında kritik bir öneme sahiptir. Bu mesleklerin adayları kuramsal bilgilerini uygulamaya dönüştürmede bazı zorluklarla karşı karşıyadır. Gerçek uygulama ortamlarının sınırlılığı, tıp, hemşirelik ve diğer sağlık alanlarındaki öğrencilerin kliniklerde aynı zamanda staja çıkmalarının yarattığı yoğunluk, hastaların öğrenciler tarafından bakılmak istememesi, eğitim kurumunda uygulama araçlarının yetersizliği bunlardan bazılarıdır. Öğrenenlerin uygulama ortamlarında etkin ve verimli olması, nitelikli bir öğrenme sürecinin yapılandırılması yeni nesil teknolojilerin öğrenme sürecine dâhil edilmesi ile sağlanabilir. Gerçek dünya ile bağlantısını devam ettiren, veri ve görüntülerin gerçek dünya görüntülerine eklenebildiği, gerçek ve sanal nesnelerin aynı ortamda birlikte algılanmasını sağlayan artırılmış gerçeklik uygulamaları, dünyada ve Türkiye’de birçok alanda kullanılmaktadır. Bu makalede sağlık profesyonellerinin eğitimi açısından artırılmış gerçeklik uygulamaları ele alınarak konuya genel bir bakış sunulmuştur.

Anahtar Kelimeler

Artırılmış gerçeklik, sağlık profesyonelleri, eğitim, uygulama

Kaynakça

• Alaraj, A., Charbel, F.T., Birk, D., Tobin, M., Luciano, C., Banerjee, P.P., Rizzi, S., Sorenson, J., Foley, K., Slavin, K. ve Roitberg, B. (2013). Role of cranial and spinal virtual and augmented reality simulation using immersive touch modules in neurosurgical training. Neurosurgery, 72 (1), 115-123.
• Althoff, T., White, R. W. ve Horvitz, E. (2016). Influence of Pokémon Go on Physical Activity: Study and Implications. Journal of medical Internet research, 18(12),e315. https://doi.org/10.2196/jmir.6759
• Altınpulluk, H. (2019). Determining the trends of using augmented reality in education between 2006-2016. Education and Information Technologies, 24(2),1089-1114. 10.1007/s10639-018-9806-3
• Altınpulluk, H. (2018). Türkiye’de Artırılmış Gerçeklikle İlgili Hazırlanan Tezlerin Bibliyometrik Analiz Yöntemiyle İncelenmesi. Eğitim Teknolojisi Kuram ve Uygulama, 8 (1), 248-272. DOI: 10.17943/etku.337347
• Altınpulluk, H. ve Kesim, M. (2015). Geçmişten günümüze artırılmış gerçeklik uygulamalarında gerçekleşen paradigma değişimleri. Akademik Bilişim 2015, Eskişehir: Anadolu Üniversitesi.
• Altınpulluk, H. (2015). Arttırılmış gerçekliği anlamak: kavramlar ve uygulamalar [Kitap tanıtımı: Understanding augmented reality: concepts and applications by A. B. Craig]. AUAd, 1(4), 123-131.
• Arvanitis, T. N., Petrou, A., Knight, J. F., Savas, S., Sotiriou, S., Gargalakos, M. ve Gialouri, E. (2007). Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities. Personal and Ubiquitous Computing, 13(3), 243-250. Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355-385.
• Bajura, M., Fuchs, H. ve Ohbuchi, R. (1992). Merging virtual objects with the real world: seeing ultrasound imagery within the patient. ACM, 26(2), 203-210. DOI 10.1145/142920.134061.
• Balian, S., McGovern, S. K., Abella, B. S., Blewer, A. L. ve Leary, M. (2019). Feasibility of an augmented reality cardiopulmonary resuscitation training system for health care providers. Heliyon, 5(8), e02205. https://doi.org/10.1016/j.heliyon.2019.e02205.
• Barsom, E. Z., Graafland, M. ve Schijven, M. P. (2016). Systematic review on the effectiveness of augmented reality applications in medical training. Surgical endoscopy, 30(10), 4174-4183. https://doi.org/10.1007/s00464-016-4800-6
• Bayar, K., Çadır, G. ve Bayar, B. (2009). Hemşirelik öğrencilerinin klinik uygulamaya yönelik düşünce ve kaygı düzeylerinin belirlenmesi. TAF Preventive Medicine Bulletin, 8(1), 37-42.
• Bujak, K.R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R. ve Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536–544.
• Choi, H., Cho, B., Masamune, K., Hashizume, M. ve Hong, J. (2016). An effective visualization technique for depth perception in augmented reality‐based surgical navigation. The International Journal of Medical Robotics and Computer Assisted Surgery, 12(1), 62-72.
• De Paolis, L.T., Ricciardi, F., Dragoni, A.F. ve Aloisio, G. (2011). An Augmented Reality Application for the Radio Frequency Ablation of the Liver Tumors. In: Murgante B., Gervasi O., Iglesias A., Taniar D., Apduhan B.O. (eds) Computational Science and Its Applications - ICCSA 2011. ICCSA 2011. Lecture Notes in Computer Science, vol 6785. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-21898-9_47
• De Paolis, LT., Pulimeno, M. ve Aloisio, G. (2008). An augmented reality application for minimally invasive surgery. In: 14th Nordic-baltic conference on biomedical engineering and medical physics IFMBE proceedings. 489-492.
• Dorward, L.J., Mittermeier, JC., Sandbrook, C. ve Spooner, F. (2016). Pokémon Go: Benefits, costs, and lessons for the conservation movement. Conservation Letters, 10 (1), 160-165.
• Dunleavy, M., Dede, C., ve Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
• Erdem, H., ve Sarı, D. (2018). Sanal gerçeklik devrimi: Hemşirelik eğitiminde değişen teknoloji. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 34 (1), 109-117.
• Ersoy, H., Duman, E., ve Öncü, S. (2016). Artırılmış gerçeklik ile motivasyon ve başarı: deneysel bir çalışma. Journal of Instructional Technologies & Teacher Education, 5(1), 39-44.
• Fitzgerald, J. E., White, M. J., Tang S. W., Maxwell-Armstrong, C. A. ve James, D. K. (2008). Are we teaching sufficient anatomy at medical school? The opinions of newly qualified doctors. Clinical Anatomy, 21(7), 718-24.
• Fotheringham D. (2010). Triangulation for the assessment of clinical nursing skills: a review of theory, use and methodology. International journal of nursing studies, 47(3), 386-391. https://doi.org/10.1016/j.ijnurstu.2009.09.004
• Garrett, BM., Jackson, C. ve Wilson, B. (2015). Augmented reality m-learning to enhance nursing skills acquisition in the clinical skills laboratory. Interactive Technology and Smart Education, 12(4), 298-314.
• Herron, J. (2016). Augmented reality in medical education and training. Journal of Electronic Resources in Medical Libraries, 13 (2), 51-55.
• Houghton, C.E., Casey, D., Shaw, D. ve Murphy, K. (2014). Students’ experiences of implementing clinical skills in the real world of practice. Journal of Clinical Nursing, 22 (13/14), 1961-1969. doi: 10.1111/jocn.12014.
• İçten, T. ve Bal, G. (2017). Artırılmış gerçeklik üzerine son gelişmelerin ve uygulamaların incelenmesi. Gazi Üniversitesi Fen Bilimleri Dergisi Part C: Tasarım ve Teknoloji, 5(2), 111-136. https://dergipark.org.tr/en/download/article-file/840617 Erişim tarihi: 12.02.2021.
• Jeffries, P.R. (2005). A framework for designing, implementing and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-103.
• Kamphuis, C., Barsom, E., Schijven, M. ve Christoph, N. (2014). Augmented reality in medical education? Perspectives on Medical Education, 3(4), 300-311.
• Kerawalla, L., Luckin, R., Seljeflot, S. ve Woolard, A. (2006) "Making it real": Exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3-4), 163-174. 10.1007/s10055-006-0036-4.
• Kirner, T. G., Reis, F. M. V. ve Kirner, C. (2012, June). Development of an interactive book with Augmented Reality for teaching and learning geometric shapes. In Information Systems and Technologies (CISTI), 7th Iberian Conference on (pp. 1-6).
• Klopfer E, Squire K. (2007). Environmental Detectives-the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228. DOI 10.1007/s11423-007-9037-6.
• Küçük, S., Kapakin, S. ve Göktaş, Y. (2016). Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load. Anatomical sciences education, 9(5), 411-421. https://doi.org/10.1002/ase.1603
• Lave, J. ve Wenger, E. (1991). Situated learning: Legitimate peripheral participation. NY: Cambridge University Press.
• LeBlanc, A. G. ve Chaput, J.-P. (2016). Pokémon Go: A game changer for the physical inactivity crisis? Preventive Medicine. doi: 10.1016/j.ypmed.2016.11.012.
• Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
• Li, H., Gupta, A , Zhang, J. ve Flor, N. (2020). Who will use augmented reality? An integrated approach based on text analytics and field survey. European Journal of Operational Research, 281, 502-516. https://doi.org/10.1016/j.ejor.2018.10.019.
• Meng, M., Fallavollita, P., Blum, T., Eck, U., Sandor, C., Weidert, S., Waschke, J. ve Navab, N. (2013). Kinect for interactive AR anatomy learning. IEEE International Symposium on Mixed and Augmented Reality, 277-278.
• Milgram, P. ve Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information Systems, 77(12), 1321-1329.
• Mitha, A. P., Almekhlafi, M. A., Janjua, M. J., Albuquerque, F. C. ve McDougall, C. G. (2013). Simulation and augmented reality in endovascular neurosurgery: lessons from aviation. Neurosurgery, 72 Suppl 1, 107–114. https://doi.org/10.1227/NEU.0b013e31827981fd
• Nigg, C. R. P., Mateo, D. J. ve An, J. P. (2017). Pokémon GO may increase physical activity and decrease sedentary behaviors regular physical. American Journal of Public Health, 107 (1), 37-38. doi: 10.2105/AJPH.2016.303532 .
• Pandya, A., Siadat, M-R. ve Auner, G. (2005). Design, implementation and accuracy of a prototype for medical augmented reality. Computer Aided Surgery, 10(1), 23-35. 10.3109/10929080500221626.
• Pınar-Martlı, E. ve Ünlüsoy-Dinçer, N. (2020). Hemşirelik eğitiminde teknoloji: artırılmış gerçeklik. Pamukkale Üniversitesi Mühendislik Bilimleri Dergisi. DOI: 10.5505/pajes.2020.38228
• Rahn, A. ve Kjaergaard, HW. (2014). Augmented reality as a visualizing facilitator in nursing education. Proceedings of the INTED 2014 Conference, Valencia, 2014.
• Rolland, J., Davis, L., Hamza-Lup, F., Daly, J., Ha, Y., Martin, G., Norfleet, J., Thumann, R. ve Imielinska, C. (2003). Development of a training tool for endotracheal intubation. In: Westwood JD, ed. Medicine meets virtual reality II. IOS Press, 288-294.
• Sarmasoğlu, Ş., Dinç, L., ve Elçin, M. (2016). Hemşirelik öğrencilerinin klinik beceri eğitimlerinde kullanılan standart hasta ve maketlere ilişkin görüşleri. Hemşirelikte Eğitim ve Araştırma Dergisi, 13(2), 107-115.
• Sherstyuk, A., Vincent, D., Berg, B. ve Treskunov, A. (2011). Mixed reality Manikins for Medical Education. In: Berg B, Treskunov A, eds. Handbook of augmented reality. New York: Springer, 479–500 DOI 10.1007/978-1-4614-0064-6 23.
• Shuhaiber, J. H. (2004). Augmented reality in surgery. Archives of surgery, 139(2), 170-174. https://doi.org/10.1001/archsurg.139.2.170
• Sielhorst, T., Obst, T., Burgkart, R., Riener, R. ve Navab, N. (2004). An augmented reality delivery simulator for medical training. Nature Medicine 7(6), 11-20.
• Silva, I.C.S., Klein, G. ve Brandao, D.M. (2017). Segmented and detailed visualization of anatomical structures based on augmented reality for health education and knowledge discovery. Advances in Science, Technology and Engineering Systems Journal, 2(3), 469-478.
• Sutherland, C., Hashtrudi-Zaad, K., Sellens, R., Abolmaesumi, P. ve Mousavi, P. (2013). An augmented reality haptic training simulator for spinal needle procedures. IEEE transactions on bio-medical engineering, 60(11), 3009–3018.
• Şendir, M., ve Kızıl, H. (2019). Nazogastrik tüp uygulama öğretiminde yenilikçi bir yaklaşım: NAZO-AR. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 9(2), 86-90.
• Taçgın, Z. ve Taçgın, E. (2020). A smart multimodal augmented reality application skill training for preoperative procedures. Bilişim Teknolojileri Dergisi, 13(1), 57-62.
• Thomas, R.G., John, N.W. ve Delieu, J.M. (2010). Augmented reality for anatomical education. Journal of Visual Communication in Medicine, 33(1), 6-15 DOI 10.3109/17453050903557359.
• Tilghman, J., Doswell, J., Collington, D., Utili, S., Watties-Daniels, S. (2018). Innovative utilization of augmented reality and simulation to promote nursing practice. Annals of Nursing and Primary Care, 1(1).
• Van Merrie¨nboer, J.J.G. ve Kirschner, P.A. (2007). Ten steps to complex learning, a systematic approach to four component instructional design. New York: Routledge.
• Wagner-Greene, V.R.M.P.H., Wotring, A.J.M.P.H., Castor, T.M.A., Kruger, J.M., Mortemore, S.M.A. ve Dake, J.A.P.M.P.H. (2017). Pokémon GO: Healthy or harmful? American Journal of Public Health, 107 (1), 35-36. doi:10.2105/AJPH. 2016.303548 .
• Waterson, S.W. ve Stewart, I. J. (2005). Survey of clinicians’ attitudes to the anatomical teaching and knowledge of medical students. Clinical Anatomy, 18(5), 380-384.
• Wilfong, D. N., Falsetti, D. J., McKinnon, J. L., Daniel, L. H. ve Wan, Q. C. (2011). The effects of virtual intravenous and patient simulator training compared to the traditional approach of teaching nurses: a research project on peripheral i.v. catheter insertion. Journal of infusion nursing, 34(1), 55-62. https://doi.org/10.1097/NAN.0b013e31820219e2
• Wilson, K., Doswell, J., Fashola, O., Debeatham, W., Darko, N., Walker, T., Danner, O., Matthews, R. ve Weaver, W. (2013). Using Augmented Reality as a Clinical Support Tool to Assist Combat Medics in the Treatment of Tension Pneumothoraces. Military Medicine, 178, 981-985.
• Wu, H.K., Lee, S. W.Y., Chang, H.Y. ve Liang, J.C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62 (1), 41-49.
• Wu, P.H., Hwang, G.J., Yang, M.L. ve Chen, C.H. (2018). Impacts of integrating the repertory grid into an augmented reality-based learning design on students’ learning achievements, cognitive load and degree of satisfaction. Interactive Learning Environments, 26(2), 221-234.
• Yeom, S., Choi-Lundberg, D., Fluck, A. ve Sale, A. (2013). User acceptance of a haptic interface for learning anatomy, Proceedings of the IADIS International Conference on eLearning 2013, IADIS Press (International Association for Development of the Information Society), (pp. 239-246). Czech Republic.
• Yudkowsky, R., Luciano, C., Banerjee, P., Schwartz, A., Alaraj, A., Lemole, G. M., Jr, Charbel, F., Smith, K., Rizzi, S., Byrne, R., Bendok, B. ve Frim, D. (2013). Practice on an augmented reality/haptic simulator and library of virtual brains improves residents' ability to perform a ventriculostomy. Journal of the Society for Simulation in Healthcare, 8(1), 25-31. https://doi.org/10.1097/SIH.0b013e3182662c69
• Zachary, G. P. (2016). Cognitive enhancement on the (Pokémon) go. IEEE Spectrum, 53 (9). doi: 10.1109/MSPEC.2016.7551334 .
• Zhu, E., Hadadgar, A., Masiello, I. ve Zary, N., (2014). Augmented reality in healthcare education: an integrative review. PeerJ 2 (July), e469.