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Extended reality case-based learning in interprofessional education: A mixed methods systematic review
Dimitra Gkounta1, Laura Kohonen-Aho1, Anita Carin Gudmundsen2
1Research Unit of Health Sciences and Technology, University of Oulu, Aapistie 5 A, Oulu 90220, Finland.
Aim:
To examine the effects of Extended Reality (XR) case-based learning in interprofessional education on pre-licensure health profession students' learning outcomes and explore students' experiences with the technology.
Background:
Interprofessional education is essential for preparing a collaborative practice-ready health workforce. Although virtual simulation is increasingly used to support interprofessional learning, most evidence relates to screen-based environments with limited immersion. XR technologies, including virtual reality, augmented reality and mixed reality, offer immersive learning environments that may enhance interprofessional collaboration.
Design:
Mixed methods systematic review following PRISMA 2020 guidelines.
Methods:
MEDLINE (PubMed), Scopus, CINAHL, Web of Science and ProQuest were searched for studies published between 2015 and 2025. Methodological quality was assessed using the Joanna Briggs Institute critical appraisal tools. Quantitative data were analysed using effect size calculations where possible and narrative synthesis. Qualitative data were analysed using content analysis. Quantitative and qualitative evidence were integrated using a convergent segregated approach.
Results:
Nine studies were included. Most studies used virtual reality in single- or multi-user emergency care scenarios. Quantitative findings demonstrated statistically significant improvements in teamwork, interprofessional communication and performance indicators. Qualitative analysis identified perceived learning benefits, realism and immersion, cognitive and affective responses, pedagogical reflections and the central role of debriefing.
Conclusions:
XR shows promise for enhancing teamwork and communication in interprofessional education. However, the evidence base remains limited by methodological heterogeneity and a focus on feasibility rather than educational effectiveness. Future research should adopt rigorous, theory-driven designs with standardised interprofessional outcome measures and examine the pedagogical role of emerging technologies.
Registration:
PROSPERO CRD420261324031. Available from https://www.crd.york.ac.uk/PROSPERO/view/CRD420261324031.
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