Beyond technological immersion: augmented and mixed reality in undergraduate medical education. A critical review of comparative studies.

Authors

DOI: https://doi.org/10.6018/edumed.738251
Keywords: augmented reality, mixed reality

Abstract

Introduction: Augmented reality (AR) and mixed reality (MR) integrate digital information with the physical environment, but their educational value depends on learning outcomes. Objective: To critically examine comparative studies of AR/MR in undergraduate medical education, considering the assessed competency and instructional design. Methods: This critical review used narrative synthesis of a corpus located through prior reviews and progressive PubMed searches carried out from January to September 2026, with a bibliographic cutoff of 29 September 2026. Outcomes included knowledge, spatial understanding, procedural performance, retention and transfer; learner experience was considered secondary. Directly relevant reports were distinguished from supplementary evidence limited by population or document access. Results: Eighteen reports published between 2017 and 2026 were examined (16 directly relevant and two contextual). Benefits in selected anatomical and procedural tasks coexisted with comparisons showing no statistically significant differences. Immediate gains were not consistently sustained. In POCUS, non-inferiority for specific measurements was sensitive to analytical exclusions; lumbar puncture training did not demonstrate higher clinical success. Conclusions: The evidence examined suggests task-specific benefits without establishing general superiority of AR/MR. Alignment between technology, learning activity and competency is a plausible educational explanation. Non-exhaustive coverage, study limitations and the absence of a complete formal risk-of-bias and certainty assessment restrict curricular recommendations.

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Published
28-10-2026
How to Cite
Macías Mendoza, J., Batista Garcet, Y., & Villavicencio Cedeño, L. B. (2026). Beyond technological immersion: augmented and mixed reality in undergraduate medical education. A critical review of comparative studies. Spanish Journal of Medical Education, 7(6). https://doi.org/10.6018/edumed.738251
Issue
Vol. 7 No. 6 (2026): Spanish Journal of Medical Education
Section
Artículos

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