Perspective Chapter: Using Augmented Reality (AR) in the Education of Medical Bioengineers

Abstract

Augmented reality (AR) is a technology that combines the real world with virtual elements, providing users with an enhanced interactive experience. AR has been used in a variety of fields, including medicine and bioengineering. In terms of training medical bioengineers, augmented reality can play a significant role in improving the learning process and understanding of human anatomy, medical procedures, and medical devices. Using AR technology, medical bioengineers can benefit from the following advantages in their training: three-dimensional visualization and interaction, medical procedure simulation, real-time guidance, collaboration and communication, medical device innovation and development. Using these technologies in the training of medical bioengineers, they can practice and become familiar with performing these procedures in a safe and controlled virtual environment. This can help increase confidence and practical skills before working in real life.

1. Introduction

These technologies provide an immersive and interactive digital scene for three-dimensional (3D) viewing medium, resulting in their widespread adoption in various fields that include commercial, educational, and biomedical sectors. Although the concept of virtual reality (VR) has existed since the nineteenth century, VR became popular during the 1990s. Technological advances in headsets and computer hardware, including computer graphics, led to many companies, especially in the entertainment sector, investing in this technology. VR headsets differ in platform, content, depth perception, tracking capabilities, viewing resolution, and audio technology. These devices significantly improve fields of view (FOV) and real-time frame rates that mitigate the effects of cybersickness to some extent [1].

Apart from VR devices, the augmented reality (XR) experience has also been on the rise in augmented reality (AR)/mixed reality (MR) devices. However, unlike VR devices, AR eyes are not widely commercialized due to their high cost. Despite the popularity of XR devices, a comprehensive analysis of the biomedical implications of this XR in medicine, surgery, and medical education is warranted. This overview defines the concepts of VR, AR, and MR and the capabilities of these technologies. First, current biomedical trends including visualization, clinical care, and research are summarized in XR, then VR and AR are used in the classroom as interactive teaching platforms. VR offers a fully virtual and immersive experience, while AR augments the real-world view with virtual information. MR performs real-time spatial mapping between real and virtual worlds. Interactions refer to the types of interactions that are enabled using technology.

VR allows interaction with virtual objects and AR allows interaction with physical objects. MR enables interaction between physical and virtual objects. Information refers to the types of data processed during display. In VR, the virtual objects displayed are registered in a 3D virtual space. AR provides real-time virtual annotation in the user’s environment. In MR, viewed virtual objects are registered in 3D space and time in relation to the user’s real environment [2]. All highly immersive XR experiences are presumably based on the seamless interaction of the physical and digital worlds. Therefore, the user’s context, including what is in the user’s surroundings and physical world, is particularly important. The contextual foundation of current AR applications well reflects this importance. Two specific examples are location-based and marker-based triggers for AR experiences [3] (Figure 1).

Figure 1.

VR- and AR-based visualization of scientific experimental imaging data, tools for surgery and anatomy, and collaborative interfaces for education and telehealth.

This helps determine a reference coordinate system in which virtual objects are located and tracked. Markers in AR experience ads may be visually replaced by other content, requiring segmentation. Machine learning-based approaches and classical computer vision approaches are suitable for this. In many applications, markers are not replaced, but supplemented by additional information overlaid on the scene. For example, in training an auto mechanic, AR was used to label many of the components that the mechanic needed to identify within the complex engine assembly under the hood of a car [4].

2. Principles of augmented reality (AR)

The principles of augmented reality (AR) refer to the technological foundation and key concepts behind these innovative technologies. AR and VR enhance students’ learning experiences by teaching biology, history, and geography concepts in interactive and engaging ways. For the generation leading the digital lifestyle, the use of media technology has significantly reduced our attention span. VR/AR as an educational tool offers a viable digital solution to this problem as it greatly reduces distractions and allows students to focus on the virtual space. One approach to using VR in the classroom is to provide students with headsets that synchronize with a central device and experience the same content. It can also be decentralized, where the lecture takes place in a virtual classroom and the student puts on her VR headset and connects from distinct locations. In addition to universities and medical schools, several K-12 classrooms have already introduced learning with XR technology [5]. For example, in a biology class, students can use their 3D model in VR to learn about the anatomy of the human body and other living organisms. At Agawam Public Schools in Massachusetts, teachers are incorporating Google Expeditions VR software into their classrooms to explore atoms and the inside of the human body. The software only requires a compatible smartphone and a Google Cardboard device. Through the expedition, students learned about history by experiencing the past and visiting ancient sites while sitting at their desks [6].

VR was used to teach cell biology concepts, impacting student participation and conceptual understanding. Students participate in the VR experience “Journey Inside a Cell” on The Body VR using an HMD and are tested against footage in a timed challenge to match each part of the cell to the correct label. Participants were also asked to complete a questionnaire describing their VR experience and whether it affected their learning. Of the students who participated in the study, 93.55% reported that VR enhanced their learning experience of cell biology concepts [7].

This overview of design principles will focus on specific strategies that instructional designers can use to develop AR learning experiences. These principles are contextualized in specific games or AR experiences developed by the Radford Outdoor Augmented Reality (ROAR) project at Radford University.

These two forms of AR (i.e., location-based, and vision-based) use multiple smartphone capabilities to create “immersive” and context-sensitive learning experiences in the physical environment, providing instructional designers with a new and potentially transformative tool for teaching and learning [8].

• Information overlay: One of the basic principles of AR is the overlay of virtual information over the real world. This principle involves the design and integration of computer-generated visual, audio, or haptic information over what the user sees or experiences in the real world through display devices, such as AR glasses. Graphics, images, or texts can be integrated and projected into the user’s field of vision. This allows the combination of virtual elements with the physical environment in which the user is located [9].

  The process of overlaying information in AR involves the following steps:

  1. Capturing the real environment: To overlay information, AR needs a way to get information about the real environment the user is in. This is done using sensors such as video cameras, depth sensors, or motion sensors, which capture data about the object, surfaces, physical environment.

  2. Identification of reference points: After the data about the real environment has been captured, the RA must identify the reference points in this environment. These reference points can be objects, surfaces, or special markers that are recognized and tracked by the system.

  3. Calculation of the user’s position and orientation: Based on the captured data and the identified reference points, the RA calculates the user’s position and orientation in space. This information is essential to design and correctly place virtual elements in relation to the real environment based on tracking and geometric calculation algorithms.

  4. Virtual information overlay: Once the position and orientation of the users are calculated, RA overlays the virtual information against the real average problem.

  5. Interaction with overlay information: After the virtual information is overlayed, the user can interact with it. The interaction can be achieved through gestures, movements, voices, or the form of interaction with the AR device.

• Real-time integration: AR provides the ability to integrate real-time virtual information into the physical environment. This means that virtual elements can synchronize with the real moving environment and respond to user actions in a timely manner. Therefore, users can interact with virtual objects and observe real-time changes and feedback [10].

• Position detection and tracking: To correctly overlay virtual information on the real environment, AR practices position detection and tracking. This involves the use of sensors such as video cameras, depth sensors, or motion sensors to determine the user’s position and orientation in space. This information is then used to correctly design and align the virtual elements [11].

• Natural interaction: Another important principle of AR is natural interaction with the virtual environment. Interaction technologies, such as voice recognition, gesture recognition, eye tracking or hand tracking, allow users to interact with virtual objects in an intuitive and natural way. This makes it easier to access and manipulate virtual information in an efficient and understandable way.

• Spatial context: AR places a strong emphasis on the user’s spatial context. This includes understanding and recognizing the physical environment the user is in, so that virtual information can be integrated in a developed way. For example, by using object or marker recognition technologies, AR can identify and interpret objects and surfaces in the physical environment to project and place correct information [12].

3. Current biomedical trends in augmented reality (AR)

New widely used three-dimensional visualization technologies are virtual reality (VR), augmented reality (AR), and mixed reality (MR). These modern technologies also bring with them new challenges such as their excessive cost or the impact on human health, not yet sufficiently studied [13]. The usefulness of AR systems in medicine depends on the training of the technician, doctors, and teachers involved. To achieve maximum benefits, AR systems must be implemented with significant care and accuracy [14].

A new tool used in the visual assessment and manipulation of anatomical structures of real patients in 3D is represented by Applications of Virtual and Augmented Reality in Biomedical Imaging [15]. Following the studies, it was concluded that the use of AR in the visualization of radiological images offers doctors the possibility of making correct interpretations and can be used including in surgical planning [16].

Assisted surgery is also a field that has adopted AR technologies. These systems are used in distinct types of surgery, where AR can be used as a display or model with a promising perspective. Surgeon training apps fall into three distinct categories: echocardiography training, laparoscopic surgery, and AR and VR training for neurosurgical procedures [17].

The use of AR technologies such as HMD-based AR systems, augmented optics, augmented windows, monitors and endoscopes and their specific applications in the medical field are currently being discussed. The sense of touch can be transmitted to the user with the help of haptic augmented reality environments that can improve the work process [18].

Rehabilitation medicine successfully uses AR systems by implementing hand and arm movement systems in a spatial AR environment. In this way, a total patient immersion is created by creating a virtual audio and visual experience. The system guides the patient’s rehabilitation tasks involving elbow, shoulder, and wrist movements. The system has the advantage of photographing the movements in real time and recording the patient’s progress [19].

A new direction is the development of AR platforms that can be used for education. Here, you can include systems used in surgical operations, in the training of medical bioengineers or in the optimization of the medical educational process.

AR applications in medical education include several types of platforms that train students in diverse ways. There are systems based on AR scenarios that can be used to learn key concepts in VR environments with Google Cardboard, such as viewing single-cell protein images using an HMD and surgical planning using AR and VR. The software and hardware challenges of AR in biomedicine will not allow their large-scale development at this time [20].

The effectiveness of AR and VR systems in the fields of medical anatomy and health sciences is intensively studied by comparing the training outcomes of medical students who used VR and AR systems to those who used mobile applications, assessing the level of effectiveness. The study divided the target group of 59 students into 3 groups with different learning modes—VR, tablet-based applications, and AR who were taught a lesson on skull anatomy. Then their knowledge was assessed by repeating the experiments with different lessons. The results of the study showed that the AR and VR systems had benefits, because they promoted an increased involvement of students in the study process [21].

4. Biomedical education tools for teaching

The trend in the matter of learning at the university level is represented by the desire of teaching staff to instill in their students the ability to interpret information and at the same time to learn with joy. This trend can be achieved today by including modern technologies in student training without the need to give up solid learning principles. The challenge of the society, we live in, is given by students with significant differences in training and study motivation. This problem can be solved by integrating modern technologies in the teaching process. Today’s students were born in the 2000s and expect modern universities to provide adequate digital infrastructure for teaching and learning. Medical education must adapt to many new and different healthcare contexts, including digitized health systems and students of the digital generation in a hyperconnected world. The instructional design must adapt to the target learners and the available resources. While the use of technology was already widespread in medical education, the COVID-19 pandemic has accelerated the need for more flexible, personalized, and collaborative learning.

Moral factors are paramount in the decision to pursue medical education. For this reason, critics argue that online medical education cannot compare to the instant feedback and sense of community offered by face-to-face courses. That is why the digitization process in medical education will pose important challenges in building empathy in medical practice.

The digitized curriculum in medical education can be developed following the principles of:

• Interactivity. Educational technology should promote interactivity in all learning environments, therefore, at this point, active learning requires a student-centered approach.

• Bidirectionality. A peer-to-peer relationship allowing students to apply their knowledge to solving complex problems with continuous feedback.

• Mixture. Modern technologies should integrate with traditional methods. Online lectures, VP, and online games must integrate traditional lectures, bedside teaching, and group simulations into a comprehensive curriculum.

• Transnationality. Medical study programs should be transnational based on web platforms that allow international cooperation. In this way, a homogeneity of training programs in European countries could be obtained.

• Actuality. The didactic materials should be revised and updated from year to year, even if the courses are available on platforms that the students can access from their private space. Materials must be carefully checked for timeliness and continuously refreshed [22].

We conducted a study in the specialized literature and identified the main types of tools used in biomedical engineering education:

1. Medical educators can adopt existing digital and multimedia teaching aids because they are based on a wide range of digital technologies. In the educational process, it could include technologies related to practice-based learning such as video-based lectures [23]. In this way, active learning in the laboratory could be stimulated, the active participation of students in the classroom could be facilitated and group work encouraged [24].

2. A safe and effective learning environment that is rapidly developing in medical education is learning through simulation. Through this teaching method, basic knowledge of medical sciences such as anatomy, pharmacology, and physiology can be formed, rapid familiarization with medical procedures is produced, and solid clinical skills are created during simulated scenarios. Another benefit of simulation is that it can lead to the reduction of medical errors and the qualitative increase of the medical act [25].

   The first simulator in education was introduced in the late 1990s and consisted of a life-size pelvis-type manikin with which midwives could practice during childbirth. Simulators have evolved, and today we have a high-fi “patient” simulator that talks, breathes, blinks, and moves like a real patient. Examples of simulation include: SimMan as a training and examination tool, ventriloscope to assess clinical examination skills among medical students (simulates auscultatory findings) [26].

   A better approach to learning is to use a high-fidelity simulator that can be used in conjunction with medical devices for certain tasks. Also, simulation provides an ideal tool for assessing theoretical knowledge and evaluating practical skills of studies. Studies show that the use of simulators in medical education increases students’ interest in the study [27].

3. Applications for smartphones and mobile devices were included in the learning process, which offer students the possibility to perform several tasks simultaneously. These applications actively contribute to the instant refresh of knowledge about diagnosis, medical management, patient health information, medical calculations, accessibility to contemporary clinical literature, continuation of medical treatment. These systems have an important impact on education and error prevention. The main problems with these systems are the risks of malware, potential privacy violations, and erroneous information in searches [27].

4. Core disciplines in the pre-clinical years at medical universities can be taught using WSLA workstations (Workstation Learning Activities). These workstations are a flexible and scalable tool for moving toward integrated curricula. WSLA can be applied to large groups of students in a variety of contexts or environments. A wide range of clinical cases can also be used [28].

5. Virtual learning environments can be built with the help of virtual reality (VR) and applied in the educational process can lead to the improvement of the user experience by convincing the human brain that it is in a different environment [29]. Virtual environments can also be applied in special education and are useful in distance education. Perfecting skills is the main advantage of using VR in the medical educational process. Thus, future professionals will know how to adapt to different patients in different environments. At this moment, virtual patients or training systems are used for various therapeutic procedures [30].

6. Virtual field trips (VFT) can be used as an activity by pre-selecting web pages based on pre-defined topics that can be transformed into a structured online learning experience. These virtual trips increase students’ enthusiasm for learning and support the development of an active collaborative relationship with the teachers. The big disadvantage of these excursion environments is the contact with the real environment, the high cost, and the reduction of learning opportunities. In many situations, human interaction is undermined, and the flexibility offered by classroom collaboration between teacher and student is missing [31].

7. Augmented reality (AR) offers a complex view because it superimposes a computer-generated image on users’ view of the real world. In the educational process and progress, the application is useful, especially for dynamic anatomy in real time. It offers a total experience to the user and allows, for example, the visualization of blood flow structures and even the performance of invasive procedures. A special utility is the application of AR in anatomical radiology, where radiological images from CT or MRI can be superimposed on a body. This creates a direct view of the spatial anatomy for the learner. If AR is combined with haptic technologies, tactile feedback can help users appreciate the consistency of distinct types of anatomical tissues [32].

8. We must also recognize the limitations of AR application, especially in the educational process. In these situations, powerful microprocessors are needed to drive AR because the devices used must be a natural extension of the surgeon’s senses. The main characteristics that these devices should meet are low weight, high mobility, meet ethical, and deontological norms and be stable over time from the point of view of operation. A special and much-discussed problem is related to the confidentiality and management of patients’ medical data, being an unsafe environment even at this moment.

9. The Internet has changed the entire process of teaching and educating students. It reduces barriers to knowledge sharing and acquisition. Online teaching has the same purpose as traditional teaching, which is to make learning possible. It does not eliminate the lecturer but supports and enhances educational activities. Meanwhile, online learning can also encourage the student to become a more critical and creative thinker capable of solving problems more easily. Currently, educational technologies for the development of teaching and learning through the Internet are widespread and relatively easy to use. An example in the Biomedical field is the EVICAB European Virtual Campus for Biomedical Engineering Portal, which is easy to build and apply to any discipline [33].

10. The future of technology in education will surely be cloud technology, as this technology facilitates access to Internet applications and services that allow information of any nature to be stored, shared, and accessed on any Internet-connected device. Cloud technology is already used in the educational process as a medium for storing and sharing digital textbooks, lesson plans, and assignments. Through the cloud, the student can access the materials before the class and the class can only debate the proposed topic. This approach will save time for the professional and the student, and the situation in which the student does not do his homework will no longer occur. The active application of cloud-type technologies in the educational process is limited currently by the security of stored and transmitted data [34].

11. In medical training, the concept of Gamification was also introduced through the development of medical training platforms using gamified elements and games. The advantage of gamification is the fact that it maintains the active involvement of the student in class, increases their degree of involvement, and provides immediate feedback. The students also find it enjoyable. The big problem at this moment is the conceptualization of games and their adaptation to medical education [35].

12. Artificial intelligence (AI) is a modern concept through which machine learning systems are created and can be applied at the educational level by automating grading and offering personalized learning opportunities for the type of student. AI has a dual benefit in education because it can help the teacher understand a student’s learning patterns. Because personal involvement and interaction between doctor and patient in medical education are significant, there is an acute reluctance to use AI in the medical educational process. Another major problem is represented by ethical issues that prevent the application of AI in medical education [36].

13. An important innovation in medical education is represented by Problem-Based Learning (PBL), as it is defined as a student-centered approach to educational learning. It gives students with the opportunity to carry out research, fostering a spirit of collaboration. The PBL technique involves brainstorming activities and thus integrates and retains theory and practice in the application of knowledge and skills. The main challenge when implementing PBL is the significant amount of time required from the teacher for this activity, which is approximately four times higher than for a regular activity. PBL led to the implementation of evidence-based medicine (EBM), considered a revolution compared to classical empirical medical practice [37].

5. Virtual training for bioengineers and medical devices

Virtual training for medical bioengineering and medical device use can be a highly effective and valuable approach to educating professionals in bioengineering and medical device development. This method uses virtual reality (VR) and augmented reality (AR) technologies to provide immersive, interactive, and immersive training experiences. Some benefits and applications of virtual training for bioengineering and medical devices are presented:

1. Hands-on experience: Virtual training allows bioengineers to gain hands-on experience with medical devices and equipment in a safe and controlled environment. They can practice using complex instruments, perform virtual surgeries, and interact with medical devices without the need for physical prototypes or risking patient safety.

2. Realistic simulations: VR and AR can create highly realistic simulations of medical procedures and scenarios. Bioengineers can learn how to handle medical devices in various situations, prepare for potential challenges, and improve their decision-making skills in a risk-free setting (Figure 2).

3. Collaborative learning: Virtual training platforms can enable collaboration among bioengineers from distinct locations. They can work together on projects, discuss ideas, and learn from each other’s experiences, fostering a more dynamic and engaging learning environment [11, 12, 37].

4. Continuous skill improvement: Virtual training can offer personalized feedback and performance evaluations, allowing bioengineers to track their progress and identify areas for improvement. This iterative learning process promotes continuous skill development and competence.

5. Access to rare or expensive equipment: Virtual training can provide access to medical devices that might be rare or expensive to use in traditional training settings. This opens up opportunities for bioengineers to familiarize themselves with a wide range of devices and technologies (Figure 3).

6. Adaptability and flexibility: Virtual training can be tailored to suit the specific needs of bioengineers and medical device developers. Content can be updated and adapted easily to align with the latest advances and regulatory requirements in the field.

7. Remote training and telemedicine: Virtual training can be delivered remotely, making it accessible to bioengineers and medical professionals worldwide.It also plays a crucial role in telemedicine, where medical device specialists can remotely assist healthcare providers in using complex equipment.

8. Research and development: Virtual training can be used during the research and development phase of medical devices. Engineers can simulate the performance of prototypes, conduct virtual tests, and identify design improvements before creating physical prototypes.

9. Compliance and regulatory training: Bioengineers and medical device developers need to be well-versed in regulatory requirements and quality standards. Virtual training can provide interactive modules on compliance and regulatory processes, ensuring adherence to industry guidelines.

Figure 2.

Realistic simulation of medical device (infusion pump) [38].

Figure 3.

AR in professional training of use CT equipment.

Overall, virtual training offers a cost-effective, safe, and efficient way to enhance the skills and knowledge of bioengineers and medical device professionals. As technology continues to advance, virtual training is likely to become even more sophisticated and integral to the field of bioengineering and medical device development [39, 40, 41].

Calibration and maintenance of medical devices are critical processes to ensure their accuracy, reliability, and safety in healthcare settings. Augmented reality (AR) can play a significant role in simplifying and enhancing these tasks. Augmented reality (AR) can be applied to calibration and maintenance of medical devices.

5.1 Guided procedures

AR can provide step-by-step visual instructions overlaid onto the medical device, guiding technicians through the calibration and maintenance processes. This real-time guidance can help ensure that the procedures are performed correctly and consistently.

5.2 Interactive 3D models

AR can superimpose interactive 3D models of medical devices onto the physical devices. Technicians can manipulate the virtual components, disassemble the device virtually, and learn about its internal workings, helping in understanding the calibration and maintenance requirements.

5.3 Real-time data visualization

AR can display real-time data and diagnostics from the medical device directly in the technician’s field of view. This allows them to monitor various parameters and make adjustments during calibration, ensuring the device is operating within the desired specifications.

5.4 Remote assistance

AR can facilitate remote assistance from experts during calibration and maintenance procedures. Technicians can wear AR-enabled glasses and collaborate with specialists who can provide guidance, review data, and offer solutions in real time.

5.5 Error detection and troubleshooting

AR can highlight potential issues or errors during the calibration and maintenance process. Technicians can quickly identify problem areas and take corrective actions, reducing downtime and minimizing errors (Figure 4).

Figure 4.

Error detection and troubleshooting simulated in AR [38].

5.6 Digital documentation and record keeping

AR can assist in documenting the calibration and maintenance processes digitally. The AR system can record each step and generate digital reports, ensuring proper documentation and traceability for compliance purposes.

5.7 Training and onboarding

AR can be used for training new technicians on how to calibrate and maintain medical devices. Interactive AR simulations allow trainees to practice these tasks in a virtual environment before performing them on actual devices.

5.8 Predictive maintenance

AR can integrate with the Internet of Things (IoT) sensors embedded in medical devices. By analyzing real-time data, AR can predict potential maintenance needs, allowing proactive servicing and preventing device failures.

5.9 Compliance and audit support

AR can provide access to calibration and maintenance records during audits, simplifying the process and ensuring adherence to regulatory requirements [42].

By leveraging AR in the calibration and maintenance of medical devices, healthcare facilities can streamline their operations, reduce downtime, enhance accuracy, and improve overall patient safety. However, it is essential to ensure that the AR systems used comply with relevant regulatory standards and maintain data security and privacy. As AR technology continues to evolve, its applications in healthcare are expected to become even more advanced and transformative.

Statistical analysis of the use of augmented reality in the education of medical bioengineers could provide a clearer picture of the impact of this technology on their learning. To perform such an analysis, data on the use of augmented reality in medical bioengineering education programs should be collected and a series of statistical analyses should be performed. Being a complex field that involves medical and engineering aspects, the study of the specialized literature returned only a few relevant works for the analyzed subject.

Some aspects that can be identified include the fact that the percentage of higher education institutions using augmented reality in their medical bioengineering programs remains low, mainly because the percentage of courses integrating augmented reality into the curriculum is limited. The assessment of initial and ongoing costs associated with the implementation of augmented reality in the education of medical bioengineers is quite high and would require a comparison of these costs with the benefits and improvements observed in the learning process. The long-term impact should be taken into account, including the monitoring of the careers of graduates who were trained with augmented reality during their studies and assessing their success in their respective fields. These statistical analyses could provide a comprehensive picture of the efficacy and impact of augmented reality in the education of medical bioengineers and could be used to make informed decisions regarding the further development and implementation of the technology in this field. It is important to note that the results of the analyses may vary depending on the specific implementation of augmented reality in a given program of study and the institutional context.

6. Conclusions

The use of augmented reality (AR) in the educational and professional training of medical bioengineers offers numerous significant advantages and transformative opportunities. Augmented reality provides a highly engaging and immersive learning experience, fostering better retention and comprehension of complex medical concepts and procedures. Bioengineers can interact with virtual models and simulations, enhancing their understanding and proficiency. AR enables medical bioengineers to practice in a safe and controlled environment, reducing the risk associated with real-life procedures. This allows them to build their skills and confidence before engaging in actual clinical settings.

AR systems can offer real-time feedback and performance assessment, allowing bioengineers to receive immediate guidance and correction. This iterative process improves learning outcomes and minimizes errors. AR encourages collaboration between medical professionals, engineers, and researchers. This interdisciplinary approach fosters innovation and leads to the development of more advanced and effective medical devices and solutions. The technology facilitates remote training and support, making it possible for bioengineers to access expertise and guidance from experts located elsewhere. This is particularly valuable in regions with limited access to specialized medical training.

AR enables continuous education and updates in the rapidly evolving medical field. Bioengineers can stay current with the latest medical advances and integrate them into their work. Implementing AR training solutions can be cost-effective in the long term. Once the initial investment is made, the technology can be reused for multiple training sessions, making it a valuable and accessible resource. The use of AR stimulates innovation and creativity among medical bioengineers. By exploring and experimenting with virtual models and scenarios, they can develop novel approaches and solutions to complex medical challenges.

Ultimately, the application of AR in the training of medical bioengineers translates to better patient care. Well-trained bioengineers can contribute to the development of safer, more efficient, and patient-friendly medical devices and technologies.

While AR offers substantial benefits, it is essential to recognize that its successful implementation requires careful planning, ongoing support, and proper integration into existing educational and professional training programs. As technology advances and becomes more accessible, the impact of augmented reality on the field of medical bioengineering is likely to continue growing, revolutionizing the way professionals are educated, and transforming healthcare for the better.

Acknowledgments

This work was supported by the project “Network of excellence in research and applied innovation for doctoral and postdoctoral study programs-InoHubDoc,” code SMIS 153437.

Conflict of interest

The authors declare no conflict of interest.