Impact of virtual, augmented or mixed reality in basic life support training: A scoping review
Evelyne Dubreucq, Sofia Barlocco De La Vega, Jebrane Bouaoud, Anne‐Laure Philippon, Pierre‐Clément Thiebaud
Abstract
<h2>Abstract</h2><h3>Background</h3> New teaching tools using immersive and realistic environments have been introduced in basic life support (BLS) training. The aim of this scoping review was to assess the performance of virtual, augmented, or mixed reality in BLS training. <h3>Methods</h3> A literature search was conducted to identify all published studies reporting on the assessment of virtual, augmented, or mixed reality in adult BLS training. Eligible articles were full-text, controlled trials. Studies on advanced life support or neonatal resuscitation were excluded. <h3>Results</h3> The literature review identified 972 records. Out of 702 non-duplicate records, 662 were excluded based on title and/or abstract. After assessing the full texts of the remaining 40 articles, 25 studies were included. The wide heterogeneity of the included studies made comparisons and interpretations challenging. Overall, the available studies suggested that training using virtual, augmented, or mixed reality is no different from traditional courses. <h3>Conclusion</h3> This scoping review shows that the use of virtual, augmented, or mixed reality in BLS training is a rapidly expanding area of research. However, current evidence does not establish their superiority over traditional courses.