Virtual Reality and Serious Gaming in Re-engineering Clinical Teaching: A Review of Literature of the Experiences and Perspectives of Clinical Trainers

Abstract

Re-engineer clinical teaching through innovative approaches such as virtual reality (VR) and Serious Gaming (SG) may increase patient safety. While several studies have focused on the experiences and perceptions of learners about VR and SG, few have if any have focused on the instructors. We reviewed and appraised published evidence to establish the experiences and intention to adopt VR and SG in clinical teaching. Relevant articles were sourced from five databases (PubMed/Medline, Informit, +A Education, ProQuest-ERIC, and CINHAL-EBSCO host). Experiences of clinical trainers were reported using the technological, pedagogical, and content knowledge (TPACK) model. The intention to adopt VR and SG was synthesized using the Technology Adoption Model (TAM). Clinical trainers had a positive attitude towards VR and SG. Those with longer professional experience were less likely to adopt VR and SG, while more experienced trainers were more likely to benefit from VR and SG. VR and SG are practical pedagogies for clinical instruction, but training is required for novice users. Cost-benefit analysis of VR and SG as clinical training approaches is needed.