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Implementation of Virtual Reality in Health Professions Education: Scoping Review

BACKGROUND: Virtual reality has been gaining ground in health professions education and may offer students a platform to experience and master situations without endangering patients or themselves. When implemented effectively, virtual reality technologies may enable highly engaging learning activit...

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Autores principales: Lie, Silje Stangeland, Helle, Nikolina, Sletteland, Nina Vahl, Vikman, Miriam Dubland, Bonsaksen, Tore
Formato: Online Artículo Texto
Lenguaje:English
Publicado: JMIR Publications 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9906320/
https://www.ncbi.nlm.nih.gov/pubmed/36692934
http://dx.doi.org/10.2196/41589
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author Lie, Silje Stangeland
Helle, Nikolina
Sletteland, Nina Vahl
Vikman, Miriam Dubland
Bonsaksen, Tore
author_facet Lie, Silje Stangeland
Helle, Nikolina
Sletteland, Nina Vahl
Vikman, Miriam Dubland
Bonsaksen, Tore
author_sort Lie, Silje Stangeland
collection PubMed
description BACKGROUND: Virtual reality has been gaining ground in health professions education and may offer students a platform to experience and master situations without endangering patients or themselves. When implemented effectively, virtual reality technologies may enable highly engaging learning activities and interactive simulations. However, implementation processes present challenges, and the key to successful implementation is identifying barriers and facilitators as well as finding strategies to address them. OBJECTIVE: This scoping review aimed to identify the literature on virtual reality implementation in health professions education, identify barriers to and facilitators of implementation, and highlight gaps in the literature in this area. METHODS: The scoping review was conducted based on the Joanna Briggs Institute Evidence Synthesis methodologies. Electronic searches were conducted in the Academic Search Elite, Education Source, and CINAHL databases on January 5, 2022, in Google Scholar on February 2 and November 18, 2022, and in PubMed database on November 18, 2022. We conducted hand searches of key items, reference tracking, and citation tracking and searches on government webpages on February 2, 2022. At least 2 reviewers screened the identified literature. Eligible studies were considered based on predefined inclusion criteria. The results of the identified items were analyzed and synthesized using qualitative content analysis. RESULTS: We included 7 papers and identified 7 categories related to facilitators of and barriers to implementation—collaborative participation, availability, expenses, guidelines, technology, careful design and evaluation, and training—and developed a model that links the categories to the 4 constructs from Carl May’s general theory of implementation. All the included reports provided recommendations for implementation, including recommendations for careful design and evaluation, training of faculty and students, and faculty presence during use. CONCLUSIONS: Virtual reality implementation in health professions education appears to be a new and underexplored research field. This scoping review has several limitations, including definitions and search words, language, and that we did not assess the included papers’ quality. Important implications from our findings are that ensuring faculty’s and students’ competence in using virtual reality technology is necessary for the implementation processes. Collaborative participation by including end users in the development process is another factor that may ensure successful implementation in higher education contexts. To ensure stakeholders’ motivation and potential to use virtual reality, faculty and students could be invited to participate in the development process to ensure that the educational content is valued. Moreover, technological challenges and usability issues should be resolved before implementation to ensure that pedagogical content is the focus. This accentuates the importance of piloting, sufficient time resources, basic testing, and sharing of experiences before implementation. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): RR2-10.2196/37222
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spelling pubmed-99063202023-02-08 Implementation of Virtual Reality in Health Professions Education: Scoping Review Lie, Silje Stangeland Helle, Nikolina Sletteland, Nina Vahl Vikman, Miriam Dubland Bonsaksen, Tore JMIR Med Educ Review BACKGROUND: Virtual reality has been gaining ground in health professions education and may offer students a platform to experience and master situations without endangering patients or themselves. When implemented effectively, virtual reality technologies may enable highly engaging learning activities and interactive simulations. However, implementation processes present challenges, and the key to successful implementation is identifying barriers and facilitators as well as finding strategies to address them. OBJECTIVE: This scoping review aimed to identify the literature on virtual reality implementation in health professions education, identify barriers to and facilitators of implementation, and highlight gaps in the literature in this area. METHODS: The scoping review was conducted based on the Joanna Briggs Institute Evidence Synthesis methodologies. Electronic searches were conducted in the Academic Search Elite, Education Source, and CINAHL databases on January 5, 2022, in Google Scholar on February 2 and November 18, 2022, and in PubMed database on November 18, 2022. We conducted hand searches of key items, reference tracking, and citation tracking and searches on government webpages on February 2, 2022. At least 2 reviewers screened the identified literature. Eligible studies were considered based on predefined inclusion criteria. The results of the identified items were analyzed and synthesized using qualitative content analysis. RESULTS: We included 7 papers and identified 7 categories related to facilitators of and barriers to implementation—collaborative participation, availability, expenses, guidelines, technology, careful design and evaluation, and training—and developed a model that links the categories to the 4 constructs from Carl May’s general theory of implementation. All the included reports provided recommendations for implementation, including recommendations for careful design and evaluation, training of faculty and students, and faculty presence during use. CONCLUSIONS: Virtual reality implementation in health professions education appears to be a new and underexplored research field. This scoping review has several limitations, including definitions and search words, language, and that we did not assess the included papers’ quality. Important implications from our findings are that ensuring faculty’s and students’ competence in using virtual reality technology is necessary for the implementation processes. Collaborative participation by including end users in the development process is another factor that may ensure successful implementation in higher education contexts. To ensure stakeholders’ motivation and potential to use virtual reality, faculty and students could be invited to participate in the development process to ensure that the educational content is valued. Moreover, technological challenges and usability issues should be resolved before implementation to ensure that pedagogical content is the focus. This accentuates the importance of piloting, sufficient time resources, basic testing, and sharing of experiences before implementation. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): RR2-10.2196/37222 JMIR Publications 2023-01-24 /pmc/articles/PMC9906320/ /pubmed/36692934 http://dx.doi.org/10.2196/41589 Text en ©Silje Stangeland Lie, Nikolina Helle, Nina Vahl Sletteland, Miriam Dubland Vikman, Tore Bonsaksen. Originally published in JMIR Medical Education (https://mededu.jmir.org), 24.01.2023. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Medical Education, is properly cited. The complete bibliographic information, a link to the original publication on https://mededu.jmir.org/, as well as this copyright and license information must be included.
spellingShingle Review
Lie, Silje Stangeland
Helle, Nikolina
Sletteland, Nina Vahl
Vikman, Miriam Dubland
Bonsaksen, Tore
Implementation of Virtual Reality in Health Professions Education: Scoping Review
title Implementation of Virtual Reality in Health Professions Education: Scoping Review
title_full Implementation of Virtual Reality in Health Professions Education: Scoping Review
title_fullStr Implementation of Virtual Reality in Health Professions Education: Scoping Review
title_full_unstemmed Implementation of Virtual Reality in Health Professions Education: Scoping Review
title_short Implementation of Virtual Reality in Health Professions Education: Scoping Review
title_sort implementation of virtual reality in health professions education: scoping review
topic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9906320/
https://www.ncbi.nlm.nih.gov/pubmed/36692934
http://dx.doi.org/10.2196/41589
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