{"title":"范围审查:跨专业虚拟现实仿真的有效性。","authors":"Nebras Alghanaim, Jo Hart, Gabrielle Finn","doi":"10.1177/23821205251346327","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Interprofessional education (IPE) is utilised as a teaching strategy for future health practitioners to be effective team members in the healthcare system. Technology such as simulation is widely used in education. Virtual reality (VR) is a branch of simulation where learners interact in a virtual world. This scoping review aimed to evaluate the effectiveness of virtual reality simulation modality in interprofessional (VR-Sim IPE) health education schemes, specifically for non-technical skills.</p><p><strong>Method: </strong>The PRISMA-ScR checklist and the Arksey and O'Malley methodological framework were used. Databases searched were Web of Science, ProQuest, OVID, SCOPUS, CINAHL Plus and British Educational Index from 2010 to 2025. Twelve articles met the search criteria. Articles were reviewed using three high-quality assessment tools: MERSQI, CASP and MMAT.</p><p><strong>Results: </strong>To explore effectiveness, four models were used. Firstly, findings were mapped to the four IPE domains/capabilities: Ethical practice, knowledge in practice, interprofessional working and reflection (learning). The second model was the 6 levels of learning efficacy; most studies showed level 4 of learning efficacy, while few articles captured the highest level (level 6). Thirdly, according to Revised Bloom's taxonomy learning domain (specifically the knowledge-cognitive dimension), 42% of the articles were categorised in analysing cognitive level and conceptual knowledge dimension. The highest level detected was evaluating cognitive level and procedural knowledge dimension. Finally, the modified Kirkpatrick's model for evaluating the effectiveness of educational outcomes was detected in 42% of the studies at level 3, ie, change in behaviours, the highest level captured in the review.</p><p><strong>Discussion and conclusion: </strong>This study showed how VR might be used in IPE activities. None of the articles assessed a procedure's technical skills or algorithm. Future considerations of implementing IPE using VR in undergraduate health students' modules and utilising the VR in assessment, for example, formative or summative objective structured clinical examinations (OSCEs), are required.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251346327"},"PeriodicalIF":1.6000,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12276473/pdf/","citationCount":"0","resultStr":"{\"title\":\"Scoping Review: The Effectiveness of Interprofessional Virtual Reality Simulation.\",\"authors\":\"Nebras Alghanaim, Jo Hart, Gabrielle Finn\",\"doi\":\"10.1177/23821205251346327\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Interprofessional education (IPE) is utilised as a teaching strategy for future health practitioners to be effective team members in the healthcare system. Technology such as simulation is widely used in education. Virtual reality (VR) is a branch of simulation where learners interact in a virtual world. This scoping review aimed to evaluate the effectiveness of virtual reality simulation modality in interprofessional (VR-Sim IPE) health education schemes, specifically for non-technical skills.</p><p><strong>Method: </strong>The PRISMA-ScR checklist and the Arksey and O'Malley methodological framework were used. Databases searched were Web of Science, ProQuest, OVID, SCOPUS, CINAHL Plus and British Educational Index from 2010 to 2025. Twelve articles met the search criteria. Articles were reviewed using three high-quality assessment tools: MERSQI, CASP and MMAT.</p><p><strong>Results: </strong>To explore effectiveness, four models were used. Firstly, findings were mapped to the four IPE domains/capabilities: Ethical practice, knowledge in practice, interprofessional working and reflection (learning). The second model was the 6 levels of learning efficacy; most studies showed level 4 of learning efficacy, while few articles captured the highest level (level 6). Thirdly, according to Revised Bloom's taxonomy learning domain (specifically the knowledge-cognitive dimension), 42% of the articles were categorised in analysing cognitive level and conceptual knowledge dimension. The highest level detected was evaluating cognitive level and procedural knowledge dimension. Finally, the modified Kirkpatrick's model for evaluating the effectiveness of educational outcomes was detected in 42% of the studies at level 3, ie, change in behaviours, the highest level captured in the review.</p><p><strong>Discussion and conclusion: </strong>This study showed how VR might be used in IPE activities. None of the articles assessed a procedure's technical skills or algorithm. Future considerations of implementing IPE using VR in undergraduate health students' modules and utilising the VR in assessment, for example, formative or summative objective structured clinical examinations (OSCEs), are required.</p>\",\"PeriodicalId\":45121,\"journal\":{\"name\":\"Journal of Medical Education and Curricular Development\",\"volume\":\"12 \",\"pages\":\"23821205251346327\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2025-07-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12276473/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Medical Education and Curricular Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/23821205251346327\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Medical Education and Curricular Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/23821205251346327","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
摘要
背景:跨专业教育(IPE)被用作一种教学策略,使未来的卫生从业人员成为医疗保健系统中有效的团队成员。仿真等技术在教育中得到了广泛的应用。虚拟现实(VR)是模拟的一个分支,学习者在虚拟世界中进行交互。本综述旨在评估虚拟现实模拟模式在跨专业(VR-Sim IPE)健康教育方案中的有效性,特别是针对非技术技能。方法:采用PRISMA-ScR检查表和Arksey和O'Malley方法学框架。检索数据库为2010 - 2025年的Web of Science、ProQuest、OVID、SCOPUS、CINAHL Plus和British Educational Index。12篇文章符合检索条件。文章使用三种高质量的评估工具进行审查:MERSQI, CASP和MMAT。结果:为探讨其有效性,采用了四种模型。首先,研究结果被映射到四个国际政治经济学领域/能力:道德实践、实践中的知识、跨专业工作和反思(学习)。第二个模型是6个层次的学习效能;大多数研究显示学习效能为4级,而很少有文章达到最高水平(6级)。第三,根据修订后的Bloom分类法学习领域(特别是知识认知维度),42%的文章在分析认知水平和概念知识维度上进行了分类。检测到的最高水平是评估认知水平和程序知识维度。最后,改进后的Kirkpatrick模型用于评估教育成果的有效性,在42%的研究中发现了第3级,即行为的改变,这是审查中捕获的最高水平。讨论与结论:本研究展示了虚拟现实在IPE活动中的应用。没有一篇文章评估了一个程序的技术技能或算法。未来需要考虑在本科健康学生的模块中使用VR实施IPE,并在评估中使用VR,例如形成性或总结性客观结构化临床检查(oses)。
Scoping Review: The Effectiveness of Interprofessional Virtual Reality Simulation.
Background: Interprofessional education (IPE) is utilised as a teaching strategy for future health practitioners to be effective team members in the healthcare system. Technology such as simulation is widely used in education. Virtual reality (VR) is a branch of simulation where learners interact in a virtual world. This scoping review aimed to evaluate the effectiveness of virtual reality simulation modality in interprofessional (VR-Sim IPE) health education schemes, specifically for non-technical skills.
Method: The PRISMA-ScR checklist and the Arksey and O'Malley methodological framework were used. Databases searched were Web of Science, ProQuest, OVID, SCOPUS, CINAHL Plus and British Educational Index from 2010 to 2025. Twelve articles met the search criteria. Articles were reviewed using three high-quality assessment tools: MERSQI, CASP and MMAT.
Results: To explore effectiveness, four models were used. Firstly, findings were mapped to the four IPE domains/capabilities: Ethical practice, knowledge in practice, interprofessional working and reflection (learning). The second model was the 6 levels of learning efficacy; most studies showed level 4 of learning efficacy, while few articles captured the highest level (level 6). Thirdly, according to Revised Bloom's taxonomy learning domain (specifically the knowledge-cognitive dimension), 42% of the articles were categorised in analysing cognitive level and conceptual knowledge dimension. The highest level detected was evaluating cognitive level and procedural knowledge dimension. Finally, the modified Kirkpatrick's model for evaluating the effectiveness of educational outcomes was detected in 42% of the studies at level 3, ie, change in behaviours, the highest level captured in the review.
Discussion and conclusion: This study showed how VR might be used in IPE activities. None of the articles assessed a procedure's technical skills or algorithm. Future considerations of implementing IPE using VR in undergraduate health students' modules and utilising the VR in assessment, for example, formative or summative objective structured clinical examinations (OSCEs), are required.