20260514_Education 40_Transforming clinical education

Reimagining Healthcare Education: How AI and Immersive Technologies Are Transforming Clinical Learning

Healthcare education is undergoing a significant evolution. Worldwide, there is a growing move towards competency-based and inter-professional education, a deeper focus on the social determinants of health, and the integration of new technologies into learning—particularly artificial intelligence—to meet the complex healthcare demands of the 21st century. A persistent global shortage of skilled healthcare professionals makes the need for more effective and innovative educational models all the more pressing.

The Department of Health Technology and Informatics (HTI) at PolyU, under the leadership of Prof. Jing Cai, Head of HTI, is taking a proactive approach to embracing this shift. The department is focused on nurturing the next generation of leaders across four critical domains: medical laboratory science, medical imaging and radiation science, medical physics, and medical data science—collectively known as the "4M" areas. Central to this mission is the use of state-of-the-art facilities and advanced technologies to strengthen teaching quality, elevate clinical education, and improve healthcare outcomes.

AI-Powered Personalised Learning

One of the department’s initiatives is the AI‑Powered Learning Activity Management System (LAMS), led by Prof. Wong Chi-ming. Rather than delivering identical content to all students, LAMS builds personalised, syllabus‑aligned learning pathways while preserving instructor oversight. Instructors define learning outcomes and approve materials, ensuring the system presents only instructor‑endorsed, course‑relevant resources. LAMS leverages AI to recommend targeted learning materials and practice activities, provide real‑time progress dashboards and automated feedback, and enable students to study independently, collaborate with peers, or receive AI‑guided tutoring—all under teacher supervision. Early evaluations indicate LAMS enhances student engagement and supports measurable improvements in learning.

Immersive Anatomy in the Metaverse

The department is also advancing immersive pedagogy and has developed the "Metaverse Gallery for Brain Imaging Anatomy" under the leadership of Prof. Helen Law.

Traditional online learning often presents content through flatscreens, limiting engagement and collaboration. This “gallery” reimagines education by harnessing the metaverse to transform passive study into an active, three-dimensional adventure. Students can explore a dynamic digital space, moving beyond static diagrams to interact with educational content. This space provides specialised hubs for complex subjects. For instance, students can walk through the medical imaging anatomy module, visualising the human body layer by layer in a way impossible in a textbook. Interaction is further enhanced through an integrated AI chatbot, acting as a 24/7 guide to answer questions and provide instant feedback.

To reinforce concepts through play, we have also embedded interactive minigames that turn assessment into an engaging challenge. By combining exploration, conversation, and gamification within a persistent virtual world, this project demonstrates how the metaverse can drive deeper understanding and foster a genuine sense of presence and community in next-level online learning.

HiVE: The World's First Mixed Reality Hybrid Classroom

To take immersive pedagogy a step further, the department is making full use of HiVE (Hybrid Immersive Virtual Environment), the world's first large-scale mixed-reality hybrid classroom, located at PolyU’s Industrial Centre. HiVE is a fully reconfigurable immersive space that HTI uses to address critical healthcare challenges and promote experiential, empathetic learning. Its purpose extends beyond technical training: it is deployed to enhance students' humanistic skills alongside their technical competencies.

HEROCARE: Reducing Fear and Sedation in Paediatric Radiotherapy

A very impressive application of HiVE is the HEROCARE project, led by Prof. Shara Lee. This initiative provides simulated educational support to children with cancer and their parents, addressing a real and difficult clinical problem. The radiotherapy treatment environment—with its large machines and loud noises—can be deeply frightening for young patients, often necessitating sedation or general anaesthesia to keep them still during treatment.

HEROCARE uses HiVE to simulate the treatment area with a customised workflow for each child. The experience —such as stargazing—before gradually transitioning into a simulated treatment area. By going through this simulated treatment process, children become mentally prepared and significantly calmer.

The results are striking: an 88% reduction in anaesthesia use among participating patients. Beyond benefiting the children themselves, the project also reduces parental anxiety and provides reassurance during an incredibly stressful time. Having supported approximately 60 paediatric patients and received overwhelmingly positive feedback from hospitals and parents, HEROCARE enhances the physical and emotional well-being of paediatric cancer patients and their carers throughout the course of radiotherapy. The project was awarded the Silver Medal in the Nurturing Values and Ethics category at the QS Reimagine Education Awards 2024, one of the most prestigious global recognitions for educational innovation.

HiVE CPR Drill: Redefining large-cohort emergency skills training

Another application of HiVE is the CPR Drill that challenges the common misconception that immersive environments are unsuitable for large-scale practical skills training. This immersive skills training system provides a highly realistic simulation of a mass casualty traffic accident on Nathan Road, complete with ambient street noise and up to eight wireless manikins, each with individually configurable physiological conditions. This innovative approach enables a cohort of 120 students to complete high-quality, hands-on CPR practice within a single two-hour session, achieving a scale of clinical training that conventional approaches simply cannot match. Students must complete multiple tasks in simulated emergency and high-pressure scenarios, including calling for emergency assistance and performing CPR. Upon completion, the system displays real-time performance data and provides each student with individualised feedback on their compression depth, rate and interruptions. Participating students report that the simulation effectively enhances their confidence in performing CPR and significantly increases their willingness to voluntarily assist casualties in future emergencies. This attitudinal shift holds great significance for safeguarding public health and safety.

Technology with Purpose in Healthcare Education

HTI is not simply adopting new technologies—it is deploying them with a clear educational purpose and measurable human impact. In a sector undergoing significant changes, the department offers a powerful and compelling model for what healthcare education can become, in line with PolyU’s motto, “To learn and to apply, for the benefit of mankind”.

This article is part of PolyU’s Education 4.0 (E4.0) series, which showcases how the University is responding to rapid AI advancements and a changing educational landscape. Through E4.0, PolyU is transforming learning and teaching by integrating AI and smart technologies into a student-centred approach that fosters innovation, expands the use of educational technologies, and prepares students for the future.