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The use of the extended reality technologies in simulation-based health professions education: a bibliometric
Afaf Sulaiman Alblooshi1, Falah Mohammed Almarzooqi2, Marwa Gaffar Alameen1
1Department of Medical Education, College of Medicine and Health Sciences, United Arab Emirates (UAE) University, Al Ain, Abu Dhabi, United Arab Emirates.
Introduction:
Extended Reality (XR), encompassing Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), represent an increasing advancement in simulation-based Health Professions Education (HPE) by enabling immersive, learner-centered training that improves motivation, knowledge retention, and skill acquisition and development. In recent years, XR has gained significant attention as an innovative tool in HPE, offering interactive and experiential learning opportunities. Despite growing interest, a comprehensive understanding of research trends, influential contributions, and thematic developments remains limited.
Methods:
Publications on Extended Reality Technologies in simulation-based HPE from 2010 to July 29, 2025, were retrieved from Web of Science (WoS) Core Collection, Scopus, and PubMed. Bibliometric analyses and network visualizations were conducted using Biblioshiny in R and Microsoft Excel to describe publication growth, collaboration patterns, influential sources and authors, citation impact and keyword trends.
Results:
A total of 2,789 publications from 1019 journals, authored by 12,886 researchers affiliated with 4,276 institutions from 88 countries, were included. Annual publication output increased markedly after 2018. Research productivity was concentrated in high-income countries, led by the United States and China, while contributions from Low- and Middle-Income Countries (LMIC) remained limited. The University of Toronto was the most productive institution. Author productivity was concentrated among a small group of leading contributors, including Konge L, Ahmed K, and Dasgupta P. Clinical Simulation in Nursing and the Journal of Surgical Education were the most frequent outlets. Keyword analysis revealed dominant themes including virtual reality, simulation training, surgical education, and clinical competence, with increasing representation across nursing, residency, and interdisciplinary education contexts.
Conclusion:
XR simulation-based HPE research is rapidly expanding and increasingly collaborative field, driven by technological innovation and evolving competency-based educational models, but scholarly output remains geographically concentrated. Future research should prioritize theory-driven implementation, equitable and context-sensitive adoption, and longitudinal evaluation of educational outcomes across diverse health professions and settings.
