Extended reality and computer-based simulation for teaching situational awareness in undergraduate health professions education: a scoping review
Abstract Introduction With the rapid evolution of healthcare environments, effective and accessible experiential learning has become an integral part of health education. Virtual reality (VR) poses the advantage of providing users with a virtual, immersive experience, to allow them to interact with...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-04-01
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| Series: | Advances in Simulation |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41077-025-00343-5 |
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| Summary: | Abstract Introduction With the rapid evolution of healthcare environments, effective and accessible experiential learning has become an integral part of health education. Virtual reality (VR) poses the advantage of providing users with a virtual, immersive experience, to allow them to interact with elements of a simulated environment. This scoping review aims to evaluate the use of virtual reality (VR)-based simulation for the training of situational awareness (SA) and decision-making (DM) for undergraduate healthcare education. Methods A search was carried out across eight databases, namely: MEDLINE, Embase + Embase Classic, Scopus, Google Scholar, PubMed, CINAHL, ERIC, and PsycINFO. Studies evaluating the use of VR and its extended interfaces (i.e., augmented reality (AR) and mixed reality (MR)) for training SA and DM in undergraduate healthcare education were included. Results Of 3932 studies retrieved from the database search, 35 studies were included within the review. VR-based interventions were used across a range of healthcare profession trainees, including nursing, medical, paramedical, midwifery, and healthcare assistant students. Seventeen studies used screen-based VR interventions, and 16 studies used head-mounted devices (HMD). One study used both screen-based and HMD interventions and one further augmented reality. Twenty-nine studies assessed the role of the intervention in DM training, and 6 studies assessed its role in SA training. Eighteen studies used validated assessment tools, and 17 studies used educational theories to underpin their learning techniques. Conclusions The role of VR in training of SA and DM for healthcare professions has been well recognized, as demonstrated by the increasing number of studies. There is need for consensus of reporting for such studies to ensure a high-quality body of evidence with standardized outcome assessment. |
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| ISSN: | 2059-0628 |