Chandanani Mehak, Laidlaw Anita, Brown Craig
Institute of Education in Healthcare and Medical Sciences, University of Aberdeen, Aberdeen, UK.
Adv Simul (Lond). 2025 Apr 2;10(1):18. doi: 10.1186/s41077-025-00343-5.
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.
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.
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.
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.
随着医疗环境的迅速演变，有效且可及的体验式学习已成为健康教育不可或缺的一部分。虚拟现实（VR）具有为用户提供虚拟沉浸式体验的优势，使他们能够与模拟环境中的元素进行交互。本综述旨在评估基于虚拟现实（VR）的模拟在本科医学教育情境意识（SA）和决策（DM）培训中的应用。
在八个数据库中进行了检索，即：MEDLINE、Embase + Embase Classic、Scopus、谷歌学术、PubMed、CINAHL、ERIC和PsycINFO。纳入了评估VR及其扩展接口（即增强现实（AR）和混合现实（MR））在本科医学教育中用于SA和DM培训的研究。
从数据库检索中获得的3932项研究中，35项研究被纳入本综述。基于VR的干预措施应用于一系列医疗专业学员，包括护理、医学、辅助医疗、助产和医疗助理专业的学生。17项研究使用基于屏幕的VR干预措施，16项研究使用头戴式设备（HMD）。一项研究同时使用了基于屏幕和HMD的干预措施，另一项研究使用了增强现实。29项研究评估了干预措施在DM培训中的作用，6项研究评估了其在SA培训中的作用。18项研究使用了经过验证的评估工具，17项研究使用教育理论来支撑其学习技术。
越来越多的研究表明，VR在医疗专业SA和DM培训中的作用已得到充分认可。需要对此类研究的报告达成共识，以确保通过标准化的结果评估获得高质量的证据。
