Rafi Alireza, Habibi Amin, Kalantarion Masomeh
Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
BMC Med Educ. 2025 Jul 1;25(1):898. doi: 10.1186/s12909-025-07367-5.
Active learning approaches that promote participation, critical thinking, and practical competency are becoming more and more necessary in medical and nursing education. Virtual reality (VR) and gamification, especially in the context of escape rooms, have become popular instructional technology in response to these issues. The interactive, scenario-based learning environments provided by these tools encourage motivation, teamwork, and decision-making. The impact and transformative possibilities of incorporating virtual reality and gamified escape rooms into medical and nursing education are examined in this paper.
The use of virtual reality (VR), gamification, and escape rooms in medical and nursing education was investigated using a thorough narrative literature review. In order to give a comprehensive and holistic overview of new subjects, this method was selected. Keywords like "escape room," "digital escape room," "online escape room," "gamification," "game-based education," "virtual reality in medical education," "medical student," "nursing education," "nursing student," and "nursing staff" were used in the January 10, 2025, search across Web of Science, PubMed, ERIC, and Scopus. English-language publications from the past ten years that addressed virtual reality, gamification, or escape rooms in medical or nursing education were included in the inclusion criteria. Non-relevant papers, non-peer-reviewed literature, and research with unclear methodology or no empirical data were among the exclusion criteria. 25 studies were chosen for a thorough assessment after a rigorous screening process based on methodological rigor and relevance.
The total number of retrieved articles in Google Scholar, PubMed, Scopus, and Web of Science on January 10, 2025, was 172. After removing 64 duplicate articles, 108 papers were screened by experts. After this investigation, 25 articles were extensively reviewed for the results section. The findings from the selected studies can be categorized into four main areas: enhancing clinical decision-making, improving teamwork and collaboration, increasing knowledge retention and engagement, and reducing stress in high-pressure scenarios. These studies, summarized in Table 1, highlight the effectiveness of escape rooms and VR-based training in medical and nursing education, particularly in emergency medicine, pharmacy, radiology, internal medicine, and psychiatry.
The integration of VR and gamified escape rooms in healthcare education presents a promising approach to improving clinical training and competency development among medical students, nursing students, and healthcare professionals. The findings underscore the need for further research and implementation of these tools to enhance experiential learning and optimize medical education outcomes. By leveraging gamification and VR simulations, medical training programs can bridge educational gaps and improve patient care delivery in both traditional and remote learning environments.
Not applicable.
在医学和护理教育中，促进参与、批判性思维和实践能力的主动学习方法变得越来越必要。虚拟现实（VR）和游戏化，尤其是在密室逃脱的背景下，已成为应对这些问题的流行教学技术。这些工具提供的交互式、基于场景的学习环境鼓励积极性、团队合作和决策制定。本文探讨了将虚拟现实和游戏化密室逃脱融入医学和护理教育的影响及变革可能性。
通过全面的叙述性文献综述，研究了虚拟现实（VR）、游戏化和密室逃脱在医学和护理教育中的应用。选择这种方法是为了对新主题进行全面和整体的概述。在2025年1月10日，通过Web of Science、PubMed、ERIC和Scopus进行搜索时，使用了“密室逃脱”“数字密室逃脱”“在线密室逃脱”“游戏化”“基于游戏的教育”“医学教育中的虚拟现实”“医学生”“护理教育”“护理学生”和“护理人员”等关键词。纳入标准包括过去十年中涉及医学或护理教育中虚拟现实、游戏化或密室逃脱的英文出版物。排除标准包括不相关的论文、非同行评审的文献以及方法不明确或没有实证数据的研究。经过基于方法严谨性和相关性的严格筛选过程后，选择了25项研究进行全面评估。
2025年1月10日在谷歌学术、PubMed、Scopus和Web of Science中检索到的文章总数为172篇。去除64篇重复文章后，专家筛选了108篇论文。经过此次调查，对25篇文章的结果部分进行了广泛审查。所选研究的结果可分为四个主要领域：增强临床决策能力、改善团队合作与协作、提高知识保留率和参与度以及减轻高压场景下的压力。表1总结的这些研究突出了密室逃脱和基于VR的培训在医学和护理教育中的有效性，特别是在急诊医学、药学、放射学、内科和精神病学领域。
将VR和游戏化密室逃脱融入医疗保健教育是一种有前景的方法，可改善医学生、护理学生和医疗保健专业人员的临床培训和能力发展。研究结果强调需要进一步研究和应用这些工具，以加强体验式学习并优化医学教育成果。通过利用游戏化和VR模拟，医学培训项目可以弥合教育差距，并在传统和远程学习环境中改善患者护理服务。
不适用。
