Background: The evolution of technology and simulation has had a significant impact on clinical education. However, it remains grounded in traditional teaching paradigms, limiting potential for enhanced learning. Furthermore, the impact of mixed reality enabled mobile devices remains underexplored. 

Purpose: The aim of this article was to investigate mobile learning and mixed reality in healthcare higher education. 

Method: A search of six databases from the earliest available date to 30 February 2018 and a hand search of journals and included studies was performed. Inclusion criteria focused on ‘healthcare’, ‘higher education’, ‘mobile learning’ and ‘mixed reality’. All study designs were included, though they were limited to the English language. The checklist of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis was used as a framework for the review, with included studies critiqued using the mixed methods appraisal tool. 

Results: The search generated 1484 studies, with 18 meeting inclusion criteria. The majority of studies utilised mobile mixed reality (mMR) for teaching procedural skills with established mobile platforms; anatomy; and clinical assessment. mMR demonstrated benefits in skill competency and knowledge scores when compared to control. Users were favourable towards future use of mMR. 

Conclusion: While mMR successfully delivered some clinical skills; the pedagogical impact of engagement with higher order clinical reasoning remains a challenge for future studies. 

Denne systematiske oversikten er utarbeidet på en god måte og forfatterne har vært tydelig på metoden de har brukt for å utarbeide oversikten. Inklusjons- og eksklusjonskriterier er tydelig definert og inkluderer et PRISMA-diagram som dokumenterer de ulike stegene i søkeprosessen. Forfatterne har gjort en grundig vurdering av den metodologiske kvaliteten til de inkluderte studiene. Resultatene presenteres narrativt og fremstillingen virker veloverveid.