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Scoping Review: The Effectiveness of Interprofessional Virtual Reality Simulation
Nebras Alghanaim1,2,3,4, Jo Hart1, Gabrielle Finn1
1Division of Medical Education, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK.
Background:
Interprofessional education (IPE) is utilised as a teaching strategy for future health practitioners to be effective team members in the healthcare system. Technology such as simulation is widely used in education. Virtual reality (VR) is a branch of simulation where learners interact in a virtual world. This scoping review aimed to evaluate the effectiveness of virtual reality simulation modality in interprofessional (VR-Sim IPE) health education schemes, specifically for non-technical skills.
Method:
The PRISMA-ScR checklist and the Arksey and O'Malley methodological framework were used. Databases searched were Web of Science, ProQuest, OVID, SCOPUS, CINAHL Plus and British Educational Index from 2010 to 2025. Twelve articles met the search criteria. Articles were reviewed using three high-quality assessment tools: MERSQI, CASP and MMAT.
Results:
To explore effectiveness, four models were used. Firstly, findings were mapped to the four IPE domains/capabilities: Ethical practice, knowledge in practice, interprofessional working and reflection (learning). The second model was the 6 levels of learning efficacy; most studies showed level 4 of learning efficacy, while few articles captured the highest level (level 6). Thirdly, according to Revised Bloom's taxonomy learning domain (specifically the knowledge-cognitive dimension), 42% of the articles were categorised in analysing cognitive level and conceptual knowledge dimension. The highest level detected was evaluating cognitive level and procedural knowledge dimension. Finally, the modified Kirkpatrick's model for evaluating the effectiveness of educational outcomes was detected in 42% of the studies at level 3, ie, change in behaviours, the highest level captured in the review.
Discussion And Conclusion:
This study showed how VR might be used in IPE activities. None of the articles assessed a procedure's technical skills or algorithm. Future considerations of implementing IPE using VR in undergraduate health students' modules and utilising the VR in assessment, for example, formative or summative objective structured clinical examinations (OSCEs), are required.
