Integrating AI and Metaverse Technologies in Health Administration: A Qualitative Study of Robotic Surgery Training
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| Publicado en: | The Journal of Health Administration Education vol. 41, no. 2 (Summer 2025), p. 247-285 |
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| Autor principal: | |
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Association of University Programs in Health Administration
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| 003 | UK-CbPIL | ||
| 022 | |a 0735-6722 | ||
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| 035 | |a 3247455859 | ||
| 045 | 2 | |b d20250701 |b d20250930 | |
| 084 | |a 110817 |2 nlm | ||
| 100 | 1 | |a Esmaeilzadeh, Pouyan | |
| 245 | 1 | |a Integrating AI and Metaverse Technologies in Health Administration: A Qualitative Study of Robotic Surgery Training | |
| 260 | |b Association of University Programs in Health Administration |c Summer 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a The rapid advancement of artificial intelligence (AI) and metaverse technologies offers transformative possibilities for robotic surgery education. This qualitative study investigates how these technologies create immersive learning environments for surgical training, examining the integration of AI-driven simulations and metaverse platforms, including augmented reality (AR) and virtual reality (VR), in developing surgical competencies. The research question asks: How can AI and the metaverse be effectively leveraged to improve robotic surgery education? Semi-structured interviews with experienced surgeons (n = 6) and medical students (n = 21) were analyzed using a three-phase coding process with NVIVO‐15 software, revealing five key theoretical constructs: technical enhancement capabilities, implementation barriers, virtual learning affordances, simulation-reality integration, and educational standardization requirements. Findings indicate that AI-enhanced metaverse environments enable personalized surgical training experiences, with a notable connection between prior gaming experience and robotic surgery skill acquisition. Students with gaming/VR experience demonstrated enhanced adaptability to robotic interfaces. Critical implementation challenges include resource limitations and the need for standardized assessment frameworks. Technical adaptation requirements and simulation fidelity gaps emerged as significant considerations. This study contributes to both theoretical understanding and practical implementation of these technologies in surgical education, offering evidence-based insights for both surgical and health administration education programs regarding infrastructure requirements and resource allocation. The findings highlight the importance of considering prior technological experience in program design and emphasize the need for dedicated facilities accommodating both traditional and virtual training methods, with significant implications for program development, technology integration, and policy frameworks, though generalizability may be limited due to sample scope. | |
| 653 | |a Artificial intelligence | ||
| 653 | |a Robotic surgery | ||
| 653 | |a Qualitative research | ||
| 653 | |a Virtual reality | ||
| 653 | |a Education | ||
| 653 | |a Program Design | ||
| 653 | |a Computer Simulation | ||
| 653 | |a Program Development | ||
| 653 | |a Program Implementation | ||
| 653 | |a Training Methods | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Educational Technology | ||
| 653 | |a Interviews | ||
| 653 | |a Technology Integration | ||
| 653 | |a Surgery | ||
| 653 | |a Resource Allocation | ||
| 700 | 1 | |a Esnaashari, Shadi | |
| 773 | 0 | |t The Journal of Health Administration Education |g vol. 41, no. 2 (Summer 2025), p. 247-285 | |
| 786 | 0 | |d ProQuest |t Health & Medical Collection | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3247455859/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3247455859/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |