Virtual and augmented reality in undergraduate medical education in psychiatry: A systematic review

Background

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.

Aims

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.

Methods

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.

Results

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.

Conclusions

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.