Praxis Medica
Sign in
Issue image

More articles from Volume 53, Issue 1, 2025

FUNKCIONALNO PRIMARNI PUTEVI NERVNOG SISTEMA: ANATOMIJA I KLINIČKE KORELACIJE

PRAĆENJE LIPIDNOG STATUSA I MARKERA INFLAMACIJE U SERUMU GOJAZNIH I ISPITANIKA SA METABOLIČKIM SINDROMOM

EFEKAT PELOIDA IZ IGALA (CRNA GORA) NA BIOMARKERE INFLAMACIJE KOD PACIJENATA OBOLJELIH OD REUMATOIDNIM ARTRITISA I PACIJENATA SA PRELEŽANIM AKUTNIM INFARKTOM MIOKARDA

MEŠANA REALNOST I VIRTUELNA REALNOST U MEDICINSKOJ EDUKACIJI

UTICAJ ŽIVOTNE SREDINE NA ZDRAVLJE – MOLEKULARNI MEHANIZMI I BOLESTI

MEŠANA REALNOST I VIRTUELNA REALNOST U MEDICINSKOJ EDUKACIJI

Nemanja Dimić ,
Nemanja Dimić
View authors publications

Search this author on:

PubMed | Google Scholar
Nikola Vasilijević ,
Nikola Vasilijević
View authors publications

Search this author on:

PubMed | Google Scholar
Marina Boboš
Marina Boboš
View authors publications

Search this author on:

PubMed | Google Scholar

Published: 30.06.2025.

Volume 53, Issue 1 (2025)

pp. 23-25;

https://doi.org/10.70949/pramed202501000D

Abstract

 Uvođenje tehnologija virtualne (VR), pojačane (AR) i mešane realnosti (MR) značajno menja paradigmu medicinskog obrazovanja. Njihova upotreba
 omogućava studentima medicine da u kontrolisanim i sigurnim uslovima razvijaju kliničke veštine, donose odluke i uče kroz realistične simulacije.
 Danas su u upotrebi različite platforme specifično dizajnirane za učenje anatomije, sticanje hirurških veština, simulacije kliničkih scenarija,
 razvijanje empatije kod studenata i lekara kao i mnoge druge. Posebnu ulogu ima uređaj HoloLens 2 (HL2), koji kombinuje vizuelni, auditivni i
 senzorimotorni odgovor kako bi kreirao visokostepeno interaktivno iskustvo. Na Medicinskom fakultetu Univerziteta u Beogradu HL2 je implementiran
 u edukaciju, kako u simulacionom centru, tako i u jedinici intenzivne nege, omogućavajući studentima da posmatraju realne intervencije u virtuelnom
 okruženju. Budućnost edukacije će biti definisana integrativnim tehnologijama iako njihovo prihvatanje za sada zahteva rešavanje tehničkih izazova,
 obezbeđivanje privatnosti i sigurnosti podataka i još rada na proveri efikasnosti kroz velike kliničke i studije primenljivosti. 
Ključne reči: virtualna realnost, mešovita realnost, edukacija, hololens

Keywords

virtualna realnost,

mešovita realnost,

edukacija,

hololens

References

1.
Yovanoff M, Chen H, Pepley D, Mirkin K, Han D, Moore J, et al. Investigating the effect of simulator functional fidelity and personalized feedback on central venous catheterization training. J Surg Educ. 2018;75:1410–21.
2.
Tang KS, DLMiE C, Greenberg PB. Augmented reality in medical education: a systematic review. CMEJ. 2020;11(1):81–96.
3.
Kalthur P, Prabhath. Benefits and pitfalls of learning anatomy using the dissection module in an indian medical school: a millennial Learner’s perspective. Transl Res Anat. 2022;26(100159).
4.
J HC. The Use of Virtual Reality in Podiatric Medical Education. Clin Podiatr Med Surg. 2020;Apr;37(2):409-420.
5.
Tsang JS, Naughton PA, Leong S, Hill AD, Kelly CJ, Leahy AL. Virtual reality simulation in endovascular surgical training. Surgeon. 2008;Aug;6(4):214-20.
6.
Konakondla S, Schirmer CM. Simulation training in neurosurgery: Advances in education and practice. Advances in medical education and practice. 2017;8:465–73.
7.
Wiel SE, R K, CR RG, M DR, MJ B, AD K. Simulator training in gastrointestinal endoscopy – From basic training toadvanced endoscopic procedures. Best Practice and Research Clinical Gastroenterology2016. 30:375–87.
8.
Cercenelli L, Stefano A, Billi AM, Ruggeri A, Marcelli E, Marchetti C, et al. AEducaAR, anatomical education in augmented reality: a pilot experience of an innovative educational tool combining AR technology and 3D printing. Int J Environ Res Public Health. 2022;19(1024).
9.
Mariscal G, García E, Urías M, Duarte S, Pérez SM. Virtual reality simulation-based learning. Educ Knowledge Soc (EKS. 2020;21:11–6.
10.
Mendes H, Costa C, Silva N, Leite F, Esteves A, Lopes D. PIÑATA: pinpoint insertion of intravenous needles via augmented reality training assistance. Comput Med Imaging Graph2020. 82(101731).
11.
Kamphuis C, Barsom E, Schijven M, Christoph N. Augmented reality in medical education? Perspect Med Educ. 2014;3:300–11.
12.
T VLDF, PE VA, LM OP, C VG. Virtual reality and augmented reality in medical education: an umbrella review. Front Digit Health. 2024;
13.
Izard S, Juanes J, Palomera P. Virtual reality educational tool for human anatomy. J Med Syst. 2017;41:1–6.
14.
Choi K, Chan S, Pang W. Virtual suturing simulation based on commodity physics engine for medical learning. J Med Syst. 2012;36:1781–93.
15.
Kolecki R, Pręgowska A, J D. Assessment of the utility of Mixed Reality in medical education. Transl Res Anat. 2022(100214).
16.
George O, Foster J, Xia Z, Jacobs C. Augmented Reality in Medical Education: A Mixed Methods Feasibility Study. Cureus. 2023;15(3).
17.
Introducing the Microsoft HoloLens Development Edition. 2015;
18.
J. Project HoloLens: Our Exclusive Hands-On With Microsoft’s Holographic Goggles. 2015;
19.
Milgram P, Kishino F. Taxonomy of mixed reality visual displays. IEICE Transactions on Information Systems. 1994;E77-D(12):449-459.

Citation

Copyright

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Article metrics

Google scholar: See link

The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Most read articles

Indexed by
DOAJ
Google Scholar
ERIHPLUS
MIAR I
Crossref