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Effectiveness of Virtual Reality in Healthcare Education: Systematic Review and Meta-Analysis

Author

Listed:
  • Hyunkyung Sung

    (Department of Education, College of Korean Medicine, Dongguk University, Gyeongju-si 38066, Republic of Korea
    College of Education, Dongguk University Graduate School, Seoul 04620, Republic of Korea
    These authors contributed equally to this work.)

  • Mikyung Kim

    (Department of Internal Medicine, Dongguk University Ilsan Oriental Hospital, Goyang-si 10326, Republic of Korea
    These authors contributed equally to this work.)

  • Jangkyung Park

    (Department of Korean Medicine Obstetrics and Gynecology, School of Korean Medicine, Pusan National University, Yangsan-si 50612, Republic of Korea
    Department of Korean Medicine Obstetrics and Gynecology, Pusan National University Korean Medicine Hospital, Yangsan-si 50612, Republic of Korea)

  • Namin Shin

    (Department of Education, Dongguk University, Seoul 04620, Republic of Korea)

  • Yejin Han

    (Department of Korean Medical Education, College of Korean Medicine, Wonkwang University, Iksan-si 54538, Republic of Korea)

Abstract

As technology advances, virtual reality (VR) is increasingly being integrated into healthcare education to enhance learning outcomes. This systematic literature review and meta-analysis examined the effectiveness of virtual reality-based healthcare education. Randomized controlled trials (RCTs) published over the past 10 years were retrieved from 10 databases using VR, healthcare, and education as the primary keywords. Following the inclusion and exclusion criteria, 45 studies were included in the final analysis. A meta-analysis was performed to analyze the effects of VR in terms of knowledge, skill, and attitude. The results revealed that the use of VR significantly improved the knowledge (SMD: 0.28, 95% CI: 0.18–0.39, p < 0.001) and skill scores (SMD: 0.23, 95% CI: 0.11–0.34, p < 0.001), shortened the skill performance time (SMD: −0.59, 95% CI: −0.82 to −0.35, p < 0.001), and improved the satisfaction (SMD: 0.65, 95% CI: 0.48–0.81, p < 0.001) and confidence levels (SMD: 0.60, 95% CI: 0.41–0.80, p < 0.001). The in-depth analysis highlighted the significant potential of VR and provided practical implications in educational settings. In conclusion, effectively integrating VR with traditional educational methods is necessary to enhance both the quality of learning and the overall competence of healthcare professionals.

Suggested Citation

  • Hyunkyung Sung & Mikyung Kim & Jangkyung Park & Namin Shin & Yejin Han, 2024. "Effectiveness of Virtual Reality in Healthcare Education: Systematic Review and Meta-Analysis," Sustainability, MDPI, vol. 16(19), pages 1-37, September.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:19:p:8520-:d:1489506
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    References listed on IDEAS

    as
    1. Hyeon-Young Kim & Eun-Young Kim, 2023. "Effects of Medical Education Program Using Virtual Reality: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 20(5), pages 1-15, February.
    2. Lucy Bray & Sebastian Spencer & Emma Pearson & Katerina Meznikova & David Hepburn, 2023. "Assessing the Impact of Immersion on Learning in Medical Students: A Pilot Study Comparing Two-Dimensional and Three-Dimensional Virtual Simulation," Simulation & Gaming, , vol. 54(5), pages 576-592, October.
    3. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    Cited by:

    1. Tiazhkorob, Kateryna, 2025. "Virtual simulations as an innovative technology for the modernization of medical education," SAP Gamification and Augmented Reality, South American Publishing.
    2. Xiaowei Fan & Jiyao Xun & Les Dolega & Lin Xiong, 2025. "The Role of Augmented and Virtual Reality in Shaping Retail Marketing: A Meta-Analysis," Sustainability, MDPI, vol. 17(2), pages 1-37, January.

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