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Virtual and Augmented Reality in Undergraduate Medical Education in Psychiatry: A Systematic Review.

Rodda, Joanne, Mansi, Hanna, Fernando-Sayers, Jacob, Bennett, Sharna, Shergill, Sukhi S. (2025) Virtual and Augmented Reality in Undergraduate Medical Education in Psychiatry: A Systematic Review. The Clinical Teacher, 22 (4). Article Number e70128. ISSN 1743-498X. (doi:10.1111/tct.70128) (KAR id:110462)

Abstract

Simulation is widely used in medical education in all specialties; in psychiatry, it usually relies on standardised patients played by actors. Virtual and augmented reality (VR and AR) have the potential to provide standardised and replicable clinical experiences for learners. The aim of this study was to evaluate the available literature regarding the use of VR and AR simulation in undergraduate medical education in psychiatry. The review was registered on PROSPERO (CRD42024527726) and followed PRISMA guidelines. Three electronic databases were searched using a pre-designed search string for studies of VR and AR in undergraduate medical student psychiatry education. Primary studies of any design were included. Two authors independently screened all references and extracted data. Learning methods and outcome measures were reported according to Kirkpatrick's training evaluation model. Methodological quality was evaluated using standardised tools. Searches yielded 7550 references, of which 19 studies from nine different countries were included. Learner satisfaction was generally positive, particularly with higher fidelity simulations. Fewer studies investigated changes in knowledge and skills; some reported improvements, which were often self-reported by students. Positive changes in learner attitudes, especially empathy and stigma reduction, were also reported. Most studies were based on single interventions. VR and AR simulation may be a useful addition to undergraduate psychiatry curricular teaching. However, significant gaps remain, including lack of long-term outcome data, limited evaluation of behavioural change and predominance of single-exposure interventions. Further research of the broader inclusion of VR and AR into teaching programmes will help to establish their value. [Abstract copyright: © 2025 The Author(s). The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.]

Item Type: Article
DOI/Identification number: 10.1111/tct.70128
Uncontrolled keywords: artificial intelligence, augmented reality, medical student, mental health, psychiatry, simulation, virtual reality
Subjects: R Medicine
Institutional Unit: Schools > Kent and Medway Medical School
Former Institutional Unit:
There are no former institutional units.
Funders: Kent and Medway Medical School (https://ror.org/049p9j193)
SWORD Depositor: JISC Publications Router
Depositing User: JISC Publications Router
Date Deposited: 23 Jul 2025 11:28 UTC
Last Modified: 24 Jul 2025 15:05 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/110462 (The current URI for this page, for reference purposes)

University of Kent Author Information

Rodda, Joanne.

Creator's ORCID: https://orcid.org/0000-0002-2837-9265
CReDIT Contributor Roles: Data curation, Formal analysis, Project administration, Writing - review and editing, Supervision, Methodology, Writing - original draft, Investigation, Conceptualisation

Mansi, Hanna.

Creator's ORCID:
CReDIT Contributor Roles: Investigation, Data curation, Formal analysis, Writing - review and editing

Fernando-Sayers, Jacob.

Creator's ORCID:
CReDIT Contributor Roles: Data curation, Formal analysis, Writing - review and editing, Investigation

Bennett, Sharna.

Creator's ORCID:
CReDIT Contributor Roles: Writing - review and editing, Formal analysis, Data curation, Investigation

Shergill, Sukhi S..

Creator's ORCID: https://orcid.org/0000-0003-4928-9100
CReDIT Contributor Roles: Writing - review and editing, Investigation, Conceptualisation, Methodology, Supervision
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