Enhancing clinical core competencies in postgraduate medical education: A comparative study of augmented reality-assisted and traditional teaching approaches.

Abstract

This study aimed to compare the effectiveness of augmented reality (AR)-assisted teaching versus traditional methods in enhancing clinical core competencies among postgraduate medical students. Fifty postgraduate medical students were randomly assigned to either an experimental group (AR-assisted teaching, n = 25) or a control group (traditional teaching, n = 25). Following an identical instructional curriculum, participants underwent objective theoretical and case analysis assessments, completed self-evaluation surveys, and responded to standardized teaching satisfaction questionnaires. Competency evaluations were based on the six Accreditation Council for Graduate Medical Education (ACGME) core competencies: patient care, medical knowledge, system-based practice, practice-based learning and improvement, professionalism, and interpersonal and communication skills. Students in the experimental group outperformed the control group in theoretical knowledge and case analysis (p < 0.05). They also reported significantly greater improvements in self-directed learning ability, learning efficiency, clinical reasoning, and concentration. The experimental group showed higher satisfaction across teaching dimensions, including spatial visualization, interactivity, curriculum design, and perceived learning outcomes. Additionally, scores across all six ACGME core competencies were significantly higher in the experimental group compared to the control group (p < 0.05). AR-assisted teaching offers significant advantages over traditional methods in medical education, leading to enhanced knowledge acquisition, clinical reasoning, learner engagement, and competency development, thereby providing a promising approach for advancing postgraduate clinical training.