Rodda Joanne, Mansi Hanna, Fernando-Sayers Jacob, Bennett Sharna, Shergill Sukhi
Kent and Medway Medical School, Canterbury, Kent, UK.
Kent and Medway NHS and Social Care Partnership Trust, Maidstone, Kent, UK.
Clin Teach. 2025 Aug;22(4):e70128. doi: 10.1111/tct.70128.
Simulation is widely used in medical education in all specialties; in psychiatry, it usually relies on standardised patients played by actors. Virtual and augmented reality (VR and AR) have the potential to provide standardised and replicable clinical experiences for learners.
The aim of this study was to evaluate the available literature regarding the use of VR and AR simulation in undergraduate medical education in psychiatry.
The review was registered on PROSPERO (CRD42024527726) and followed PRISMA guidelines. Three electronic databases were searched using a pre-designed search string for studies of VR and AR in undergraduate medical student psychiatry education. Primary studies of any design were included. Two authors independently screened all references and extracted data. Learning methods and outcome measures were reported according to Kirkpatrick's training evaluation model. Methodological quality was evaluated using standardised tools.
Searches yielded 7550 references, of which 19 studies from nine different countries were included. Learner satisfaction was generally positive, particularly with higher fidelity simulations. Fewer studies investigated changes in knowledge and skills; some reported improvements, which were often self-reported by students. Positive changes in learner attitudes, especially empathy and stigma reduction, were also reported. Most studies were based on single interventions.
VR and AR simulation may be a useful addition to undergraduate psychiatry curricular teaching. However, significant gaps remain, including lack of long-term outcome data, limited evaluation of behavioural change and predominance of single-exposure interventions. Further research of the broader inclusion of VR and AR into teaching programmes will help to establish their value.
模拟在所有医学专业的医学教育中广泛应用；在精神病学领域，通常依赖演员扮演标准化病人。虚拟现实和增强现实（VR和AR）有潜力为学习者提供标准化且可复制的临床体验。
本研究旨在评估关于VR和AR模拟在本科精神病学医学教育中应用的现有文献。
该综述已在国际前瞻性系统评价注册库（PROSPERO，注册号：CRD42024527726）登记，并遵循系统评价和Meta分析的首选报告项目（PRISMA）指南。使用预先设计的检索式在三个电子数据库中检索关于VR和AR在本科医学生精神病学教育中的研究。纳入任何设计的原始研究。两位作者独立筛选所有参考文献并提取数据。根据柯克帕特里克培训评估模型报告学习方法和结果指标。使用标准化工具评估方法学质量。
检索得到7550篇参考文献，其中纳入了来自九个不同国家的19项研究。学习者满意度总体呈阳性，尤其是对于高保真模拟。较少研究调查知识和技能的变化；一些研究报告了改善情况，这些改善通常由学生自我报告。也有报告称学习者态度有积极变化，尤其是同理心增强和减少污名化。大多数研究基于单一干预。
VR和AR模拟可能是本科精神病学课程教学的有益补充。然而，仍存在重大差距，包括缺乏长期结果数据、对行为改变的评估有限以及单一暴露干预占主导。进一步研究将VR和AR更广泛地纳入教学计划将有助于确定它们的价值。
