Effectiveness of immersive virtual reality on educational outcomes for health professional learners: an umbrella...

This umbrella review will synthesize evidence on the effectiveness of immersive virtual reality (iVR) simulation using head-mounted-display (HMD) on educational outcomes for entry-to-practice health professional learners.

HMD-based iVR is increasingly used in health professions education because it can offer engaging, interactive simulation experiences. However, educators, regulators, and decision-makers remain uncertain about when iVR provides unique educational benefits that justify widespread implementation. A high-level synthesis that isolates HMD-based iVR outcomes is needed to support evidence-informed policy, curricular, and budgetary decisions.

We will include systematic reviews and meta-analyses that evaluate entry-to-practice learners' quantifiable outcomes aligned with the Kirkpatrick Four-Level Training Evaluation Model when using HMD-delivered iVR interventions. Reviews will be excluded if they focus on practicing clinicians, continuing professional development, patient-facing therapeutic virtual reality, veterinary education, or if they combine immersive and non-immersive modalities without reporting HMD-specific results separately.

This umbrella review will follow JBI methodology. We will systematically search PubMed, APA PsycINFO (EBSCOhost), CINAHL Plus with Full Text (EBSCOhost), Education Full Text (EBSCOhost), Embase, ERIC (EBSCOhost), and Scopus. Two independent reviewers will conduct screening and data extraction. Methodological quality will be appraised using the JBI critical appraisal instrument and data will be extracted using a modified JBI umbrella review extraction tool. Outcomes will be analyzed using the Kirkpatrick Four-Level Training Evaluation Model and the National League for Nursing/Jeffries Simulation Theory. Certainty of evidence will be assessed using the GRADE approach.

PROSPERO CRD420251075197.