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Background <p>Virtual reality (VR) is increasingly recognized as a valuable tool in undergraduate medical education. It offers immersive, interactive environments that support experiential learning and skill development. However, its specific application in internal medicine education remains variably described. This scoping review aims to explore how VR is currently implemented in undergraduate internal medicine education, identify its educational outcomes, and highlight associated advantages, limitations, and gaps in literature.</p> Methods <p>Following the Joanna Briggs Institute (JBI) methodology and PRISMA-ScR guidelines, we conducted a comprehensive search of eight databases, including PubMed, Scopus, Web of Science, and Embase. Studies were included if they addressed the use of VR in internal medicine education among undergraduate medical students. Data were extracted and analyzed thematically.</p> Results <p>Of 1343 records screened, 9 studies published between 2017 and 2024 met the inclusion criteria. Studies originated from diverse countries and employed immersive and non-immersive VR technologies. Applications included teaching clinical reasoning, procedural skills, and emergency management. VR was associated with improved student engagement, satisfaction, and knowledge retention. Key advantages included scalability, safety, and cost-effectiveness. Limitations included technical challenges, limited physical interaction, and high initial costs. Few studies assessed long-term outcomes or included diverse, low-resource settings.</p> Conclusion <p>VR is a promising adjunct to traditional internal medicine education, enhancing learner engagement and skill acquisition. However, its integration requires addressing technical barriers, ensuring faculty training, and expanding research to include diverse educational contexts and long-term effectiveness.</p>

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Incorporating virtual reality in undergraduate internal medicine education: a scoping review of current evidence and implementation strategies

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月10日

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  • Hanaa Mahmoud Nagdy,
  • Farah Tamer Massoud,
  • Seifeldin Ata Moheyeldin,
  • Mahmoud Yehia Basha,
  • Saleh Mohamed Hassan,
  • Mohamed El-Kassas

摘要

Background

Virtual reality (VR) is increasingly recognized as a valuable tool in undergraduate medical education. It offers immersive, interactive environments that support experiential learning and skill development. However, its specific application in internal medicine education remains variably described. This scoping review aims to explore how VR is currently implemented in undergraduate internal medicine education, identify its educational outcomes, and highlight associated advantages, limitations, and gaps in literature.

Methods

Following the Joanna Briggs Institute (JBI) methodology and PRISMA-ScR guidelines, we conducted a comprehensive search of eight databases, including PubMed, Scopus, Web of Science, and Embase. Studies were included if they addressed the use of VR in internal medicine education among undergraduate medical students. Data were extracted and analyzed thematically.

Results

Of 1343 records screened, 9 studies published between 2017 and 2024 met the inclusion criteria. Studies originated from diverse countries and employed immersive and non-immersive VR technologies. Applications included teaching clinical reasoning, procedural skills, and emergency management. VR was associated with improved student engagement, satisfaction, and knowledge retention. Key advantages included scalability, safety, and cost-effectiveness. Limitations included technical challenges, limited physical interaction, and high initial costs. Few studies assessed long-term outcomes or included diverse, low-resource settings.

Conclusion

VR is a promising adjunct to traditional internal medicine education, enhancing learner engagement and skill acquisition. However, its integration requires addressing technical barriers, ensuring faculty training, and expanding research to include diverse educational contexts and long-term effectiveness.