Use of eye tracking in medical education

Abstract

Eye tracking has become increasingly applied in medical education research for studying the cognitive processes that occur during the performance of a task, such as image interpretation and surgical skills development. However, analysis and interpretation of the large amount of data obtained by eye tracking can be confusing. In this article, our intention is to clarify the analysis and interpretation of the data obtained from eye tracking. Understanding the relationship between eye tracking metrics (such as gaze, pupil and blink rate) and cognitive processes (such as visual attention, perception, memory and cognitive workload) is essential. The importance of calibration and how the limitations of eye tracking can be overcome is also highlighted.

Keywords:

• Eye tracking
• medical education
• cognitive processes
• workload
• gaze metrics

Acknowledgements

The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Author contributions

FCSJ and DC-F were responsible for the conception and design of the study. FCSJ was responsible for the first draft. All authors were responsible for revising it critically, and final approval of the version.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was partially funded by FAPESP – São Paulo Research Foundation [Young Investigator Grant number 2018/15642-1] awarded to Dario Cecilio-Fernandes and Francisco Carlos Specian Junior [grant number 2020/01671-0].

Notes on contributors

Francisco Carlos Specian Junior

Francisco Carlos Specian Junior, MD, is a master student in the School of Medical Sciences, University of Campinas, Campinas, São Paulo, Brazil.

Damien Litchfield

Damien Litchfield, Ph.D., is a senior lecturer Department of Psychology, Edge Hill University, Ormskirk, UK.

John Sandars

John Sandars, MB ChB, MSc, MD, is Professor of Medical Education in the Health Research Institute at Edge Hill University and has a research and development interest in the use of self-regulated learning theory for performance improvement of individuals.

Dario Cecilio-Fernandes

Dario Cecilio-Fernandes, M.Sc, Ph.D., AFAMEE, is a researcher in the Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas and has a research interest in assessment, skill acquisition and clinical reasoning.