Metaverse in healthcare education: A scoping review of definitions and challenges

Accelerated digitalisation has reshaped healthcare education, bringing the metaverse into the spotlight as a promising space for immersive and collaborative learning. Yet its conceptualisation remains inconsistent, with studies using the term variably and often interchangeably with virtual reality (VR), which creates ambiguity.

To provide a comprehensive overview of the definitions and challenges of the metaverse in healthcare education, and to inform its future implications.

A scoping review was conducted following the Joanna Briggs Institute methodology guidelines. A search was conducted across PubMed, CINAHL, Embase, Scopus, Cochrane, OVID and Web of Science, from inception to October 2024. The findings were synthesised using a narrative approach.

22 studies published between 2022 and 2024 across various global contexts were reviewed. The metaverse in healthcare education is conceptualised around three themes: technological infrastructure, physical-virtual integration, and experiential learning and the challenges are classified into four themes: user readiness issues; technological and equity gaps; ethical concerns related to data privacy and surveillance; and limited evidence on sustainable, long-term impact. While short-term outcomes are positive, these systemic barriers hinder the widespread adoption of this approach into educational practice.

There is a growing interest in the metaverse for healthcare education, yet adoption is limited by conceptual, technological, user and ethical challenges. This review highlights the need for clear pedagogical frameworks, equitable infrastructure, and educator training. Longitudinal research is essential to assess impact and guide integration into healthcare curricula.