Virtual reality for assessment in undergraduate nursing and medical education – a systematic review
Abstract Background Virtual reality (VR) is increasingly used in healthcare education, offering immersive training experiences that are as effective as conventional methods, with benefits like cost-effectiveness, replicating complex scenarios, and reduced need for physical resources. However, the us...
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BMC
2025-02-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-06867-8 |
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| author | Andrea N. Neher Florian Bühlmann Martin Müller Christoph Berendonk Thomas C. Sauter Tanja Birrenbach |
| author_facet | Andrea N. Neher Florian Bühlmann Martin Müller Christoph Berendonk Thomas C. Sauter Tanja Birrenbach |
| author_sort | Andrea N. Neher |
| collection | DOAJ |
| description | Abstract Background Virtual reality (VR) is increasingly used in healthcare education, offering immersive training experiences that are as effective as conventional methods, with benefits like cost-effectiveness, replicating complex scenarios, and reduced need for physical resources. However, the use of VR as an assessment tool is still emerging, particularly in nursing and medical education. The aim of this systematic review was to examine how immersive VR is used as an assessment tool for nursing and medical students. Methods Embase, PubMed, PsycINFO, Cochrane, CINAHL, and ERIC were searched for articles that assessed nursing and/or medical students using immersive/HMD VR. The data was extracted, and content analysis was performed. Results Twenty-six studies met the inclusion criteria, investigating VR assessments in various settings mostly emergencies. Assessments focused on core competencies Patient Care such as first triage, Interpersonal and Communication Skills (e.g., interprofessional communication), and Medical Knowledge (e.g., about coma), utilizing a range of assessment methods from knowledge to performance levels. VR was used either as an automated or supporting assessment tool. Practical considerations in VR implementation were also examined, such as hardware and software. Conclusion The use of VR in medical education assessment shows promise, particularly for emergency scenarios and performance-based tasks related to core competencies such as Patient Care, Interpersonal and Communication Skills, and Medical Knowledge. While this technology offers opportunities to automate assessments and reduce examiner workload, challenges related to software, costs, and feasibility must be addressed. Additionally, aligning learning objectives, teaching methods, and VR assessments through constructive alignment is essential to ensure effective implementation as both a teaching and evaluation tool. |
| format | Article |
| id | doaj-art-c8e65a703e3d47159e816153be011663 |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-c8e65a703e3d47159e816153be0116632025-08-20T03:46:00ZengBMCBMC Medical Education1472-69202025-02-0125111110.1186/s12909-025-06867-8Virtual reality for assessment in undergraduate nursing and medical education – a systematic reviewAndrea N. Neher0Florian Bühlmann1Martin Müller2Christoph Berendonk3Thomas C. Sauter4Tanja Birrenbach5Department of Emergency Medicine, Inselspital, Bern University Hospital, University of BernDepartment of Emergency Medicine, Inselspital, Bern University Hospital, University of BernDepartment of Emergency Medicine, Inselspital, Bern University Hospital, University of BernInstitute for Medical Education, University of BernDepartment of Emergency Medicine, Inselspital, Bern University Hospital, University of BernDepartment of Emergency Medicine, Inselspital, Bern University Hospital, University of BernAbstract Background Virtual reality (VR) is increasingly used in healthcare education, offering immersive training experiences that are as effective as conventional methods, with benefits like cost-effectiveness, replicating complex scenarios, and reduced need for physical resources. However, the use of VR as an assessment tool is still emerging, particularly in nursing and medical education. The aim of this systematic review was to examine how immersive VR is used as an assessment tool for nursing and medical students. Methods Embase, PubMed, PsycINFO, Cochrane, CINAHL, and ERIC were searched for articles that assessed nursing and/or medical students using immersive/HMD VR. The data was extracted, and content analysis was performed. Results Twenty-six studies met the inclusion criteria, investigating VR assessments in various settings mostly emergencies. Assessments focused on core competencies Patient Care such as first triage, Interpersonal and Communication Skills (e.g., interprofessional communication), and Medical Knowledge (e.g., about coma), utilizing a range of assessment methods from knowledge to performance levels. VR was used either as an automated or supporting assessment tool. Practical considerations in VR implementation were also examined, such as hardware and software. Conclusion The use of VR in medical education assessment shows promise, particularly for emergency scenarios and performance-based tasks related to core competencies such as Patient Care, Interpersonal and Communication Skills, and Medical Knowledge. While this technology offers opportunities to automate assessments and reduce examiner workload, challenges related to software, costs, and feasibility must be addressed. Additionally, aligning learning objectives, teaching methods, and VR assessments through constructive alignment is essential to ensure effective implementation as both a teaching and evaluation tool.https://doi.org/10.1186/s12909-025-06867-8Medical educationVirtual realityPerformance assessmentNursing |
| spellingShingle | Andrea N. Neher Florian Bühlmann Martin Müller Christoph Berendonk Thomas C. Sauter Tanja Birrenbach Virtual reality for assessment in undergraduate nursing and medical education – a systematic review BMC Medical Education Medical education Virtual reality Performance assessment Nursing |
| title | Virtual reality for assessment in undergraduate nursing and medical education – a systematic review |
| title_full | Virtual reality for assessment in undergraduate nursing and medical education – a systematic review |
| title_fullStr | Virtual reality for assessment in undergraduate nursing and medical education – a systematic review |
| title_full_unstemmed | Virtual reality for assessment in undergraduate nursing and medical education – a systematic review |
| title_short | Virtual reality for assessment in undergraduate nursing and medical education – a systematic review |
| title_sort | virtual reality for assessment in undergraduate nursing and medical education a systematic review |
| topic | Medical education Virtual reality Performance assessment Nursing |
| url | https://doi.org/10.1186/s12909-025-06867-8 |
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