LinkedIn

 آمار

تعداد نشریات20
تعداد شماره‌ها1,267
تعداد مقالات11,551
تعداد مشاهده مقاله82,007,364
تعداد دریافت فایل اصل مقاله121,131,384
Karimian, Zahra, Rezaei-Zadeh, Morteza. (1404). Beyond the Hype: A Perspective on Establishing Pedagogical Governance for Sustainable Integration of Immersive Technologies in Clinical Education. سامانه مدیریت نشریات علمی, (), -. doi: 10.30476/ijvlms.2026.109858.1363
Zahra Karimian; Morteza Rezaei-Zadeh. "Beyond the Hype: A Perspective on Establishing Pedagogical Governance for Sustainable Integration of Immersive Technologies in Clinical Education". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.30476/ijvlms.2026.109858.1363
Karimian, Zahra, Rezaei-Zadeh, Morteza. (1404). 'Beyond the Hype: A Perspective on Establishing Pedagogical Governance for Sustainable Integration of Immersive Technologies in Clinical Education', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.30476/ijvlms.2026.109858.1363
Karimian, Zahra, Rezaei-Zadeh, Morteza. Beyond the Hype: A Perspective on Establishing Pedagogical Governance for Sustainable Integration of Immersive Technologies in Clinical Education. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.30476/ijvlms.2026.109858.1363

Beyond the Hype: A Perspective on Establishing Pedagogical Governance for Sustainable Integration of Immersive Technologies in Clinical Education

Interdisciplinary Journal of Virtual Learning in Medical Sciences
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 10 اسفند 1404
نوع مقاله: Perspective
شناسه دیجیتال (DOI): 10.30476/ijvlms.2026.109858.1363
نویسندگان
Zahra Karimian1؛ Morteza Rezaei-Zadeh* 2
1Department of E-learning in Medical Sciences, Virtual School and Centre of Excellence in E-learning, Shiraz University of Medical Sciences, Shiraz, Iran
2Discipline of Medical Education, School of Medicine, Trinity College, Dublin, Ireland
چکیده
Immersive technologies, specifically Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), are actively redefining contemporary clinical education by creating safe, engaging, and repeatable environments that effectively connect theoretical knowledge with essential practical application. These tools allow learners to rehearse complex clinical skills, navigate three-dimensional anatomical structures, and participate in simulated emergency or surgical scenarios without endangering patient safety. Evidence consistently highlights improvements in knowledge retention, procedural competence, learner confidence, and motivation, positioning immersive modalities as valuable complements to traditional teaching methods. Yet, despite this demonstrated promise, sustainable integration across healthcare institutions faces significant structural and pedagogical obstacles. Key barriers include high equipment costs, infrastructure requirements, limited faculty readiness, learner accessibility concerns such as cybersickness, and scalability issues. Crucially, the current absence of robust, long-term evidence directly linking immersive training gains to measurable improvements in patient outcomes and real-world effectiveness raises important questions about widespread investment and sustainability. This perspective argues that immersive technologies should be viewed not merely as isolated novelties, but rather as catalysts requiring rigorous pedagogical governance. By critically examining current evidence and structural barriers, and by proposing strategic educational roadmaps, this article calls for an approach that carefully balances digital innovation with the humanistic and ethical dimensions of clinical training, ensuring that technological progress enhances, rather than replaces, the core values of healthcare education.

تازه های تحقیق

Zahra Karimian (Google Scholar)

Morteza Rezaei-Zadeh (Google Scholar)

کلیدواژه‌ها
Virtual Reality؛ Augmented Reality؛ Clinical Education؛ Computer Simulation؛ Competency-Based Education
مراجع
  1. Walter AJ. Surgical education for the twenty-first century: beyond the apprentice model. Obstet Gynecol Clin North Am. 2006;33(2):233-6, vii. doi: 10.1016/j.ogc.2006.01.003. PubMed PMID: 16647599.
  2. Karimian Z. Impact of Innovative Educational Technologies on the SPICES Model in Medical Education. Interdiscip J Virtual Learn Med Sci. 2023;14(1):75-79. doi: 10.30476/ijvlms.2023.98690.1223.
  3. Sung H, Kim M, Park J, Shin N, Han Y. Effectiveness of virtual reality in healthcare education: A systematic review and meta-analysis. Sustainability. 2024;16(19):8520. doi: 10.3390/su16198520.
  4. Liu K, Zhang W, Li W, Wang T, Zheng Y. Effectiveness of virtual reality in nursing education: a systematic review and meta-analysis. BMC Med Educ. 2023;23(1):710. doi: 10.1186/s12909-023-04662-x. PubMed PMID: 37770884; PubMed Central PMCID: PMC10540340.
  5. Co M, Chiu S, Billy Cheung HH. Extended reality in surgical education: A systematic review. Surgery. 2023;174(5):1175-83. doi: 10.1016/j.surg.2023.07.015. PubMed PMID: 37640664.
  6. Kawashima K, Nader F, Collins JW, Esmaeili A. Virtual reality simulations in robotic surgery training: a systematic review and meta-analysis. J Robotic Surg. 2025;19(29). doi: 10.1007/s11701-024-02187-z
  7. Li T, Yan J, Gao X, Liu H, Li J, Shang Y, Tang X. Using Virtual Reality to Enhance Surgical Skills and Engagement in Orthopedic Education: Systematic Review and Meta-Analysis. J Med Internet Res. 2025;27:e70266. doi: 10.2196/70266. PubMed PMID: 40446337; PubMed Central PMCID: PMC12143859.
  8. Huang WD, Loid V, Sung JS. Reflecting on gamified learning in medical education: a systematic literature review grounded in the Structure of Observed Learning Outcomes (SOLO) taxonomy 2012-2022. BMC Med Educ. 2024;24(1):20. doi: 10.1186/s12909-023-04955-1. Erratum in: BMC Med Educ. 2024;24(1):104. doi: 10.1186/s12909-024-05067-0. PubMed PMID: 38172852; PubMed Central PMCID: PMC10765768.
  9. Li X, Elnagar D, Song G, Ghannam R. Advancing Medical Education Using Virtual and Augmented Reality in Low- and Middle-Income Countries: A Systematic and Critical Review. Virtual Worlds. 2024;3(3):384-403. doi: 10.3390/virtualworlds3030021.
  10. Lie SS, Helle N, Sletteland NV, Vikman MD, Bonsaksen T. Implementation of Virtual Reality in Health Professions Education: Scoping Review. JMIR Med Educ. 2023;9:e41589. doi: 10.2196/41589. PubMed PMID: 36692934; PubMed Central PMCID: PMC9906320.
  11. Abbas JR, Chu MMH, Jeyarajah C, Isba R, Payton A, McGrath B, Tolley N, Bruce I. Virtual reality in simulation-based emergency skills training: A systematic review with a narrative synthesis. Resusc Plus. 2023;16:100484. doi: 10.1016/j.resplu.2023.100484. PubMed PMID: 37920857; PubMed Central PMCID: PMC10618508.
  12. Salimi S, Asgari Z, Mohammadnejad A, Teimazi A, Bakhtiari M. Efficacy of virtual reality and augmented reality in anatomy education: A systematic review and meta-analysis. Anat Sci Educ. 2024;17(9):1668-1685. doi: 10.1002/ase.2501. PubMed PMID: 39300601.
  13. Chheang V, Sharmin Sh, Marquez-Hern R, Megha Patel, Rajasekaran D, Caulfield G, Kiafar B, Li J, Kullu P, Barmaki RL. Towards Anatomy Education with Generative AI-based Virtual Assistants in Immersive Virtual Reality Environments. arXiv [Preprint]. 2023 [cited 2025 Nov 9]. Available from: https://arxiv.org/abs/2306.17278.
  14. Korre D, Sherlock A. Augmented Reality in Higher Education: A Case Study in Medical Education. Proceedings of the 9th annual International Conference of the Immersive Learning Research Network (iLRN2023); 2023 May 18-20 (online) & 2023 June 26-29 (in person); Online & San Luis Obispo, California, USA. Immersive Learning Research Network; 2023. doi: 10.56198/ITIG293LT.
  15. Taher Allawi Ghrabat A, Ghashghaeizadeh N, Shanta Jabir J, Mosavi F. Teachers' Virtual Education Experiences in Iraq: Insights from a Mixed-Methods Study on Challenges and Consequences. J Adv Med Educ Prof. 2025;13(3):235-248. doi: 10.30476/jamp.2025.105009.2098. PubMed PMID: 40642147; PubMed Central PMCID: PMC12238867.
  16. Bandali B, Abolghasemi M, Pardakhtchi M, Rezaeizadeh M. Studying the challenges of faculty development programs at shahid beheshti university. Quarterly Journal of Training and Development of Human Resources. 2025;5(18):25-53.
  17. Khojasteh L, Karimian Z, Nasiri E and Kafipour R. Adapting amidst adversity: investigating medical educators’ attitudes towards change and resilience in the face of educational barriers during COVID-19 pandemic. Front Educ. 2025;9:1476443. doi: 10.3389/feduc.2024.1476443.
  18. Harknett J, Whitworth M, Rust D, Krokos M, Kearl M, Tibaldi A, Bonali FL, De Vries BV, Antoniou V, Nomikou P, Reitano D. The use of immersive virtual reality for teaching fieldwork skills in complex structural terrains. J Struct Geol. 2022;163(2023):104681. doi:10.1016/j.jsg.2022.104681.
  19. Davari F, Vahidi-Asl M, Alikhani P, RezaeiZadeh M. Measuring the impact of virtual reality on a serious game for improving oral presentation skill. Technology of Education Journal (TEJ). 2020;14(4):891-900. [In Persian]
  20. Baxter G, Hainey T. Using immersive technologies to enhance the student learning experience. Interact Technol Smart Educ. 2024;21(3):403-25. doi:10.1108/ITSE-05-2023-0078.
  21. Karimian Z, Salehi N, Moro C. Intersecting Technological Pedagogical Content Knowledge and Artificial Intelligence in Medical and Health Sciences Education: A Perspective. Interdiscip J Virtual Learn Med Sci. 2025;16(1):1-7. doi: 10.30476/ijvlms.2025.106124.1331.
  22. Mir MM, Mir GM, Raina NT, Mir SM, Mir SM, Miskeen E, Alharthi MH, Alamri MMS. Application of Artificial Intelligence in Medical Education: Current Scenario and Future Perspectives. J Adv Med Educ Prof. 2023;11(3):133-140. doi: 10.30476/JAMP.2023.98655.1803. PubMed PMID: 37469385; PubMed Central PMCID: PMC10352669.
  23. Rezaei-Zadeh M. Designing Learning Management System Plugins for Improving Students’ Transversal Competencies. [Doctoral dissertation]. Zurich, Switzerland: University of Zurich; 2014.
  24. Habibi Baghi M, Abolghasemi M, Zakerimoghadam M, Rezaiezadeh M, Vahidi Asl M. Unveiling CPR training challenges in nursing education: Pedagogical strategies for success. Nurse Educ Pract. 2024;78:104040. doi: 10.1016/j.nepr.2024.104040. PubMed PMID: 38943760.
  25. Rezaei-Zadeh M, Mohagheghiaan R, Vahidi-Asl M. Critical meta-analysis of problem-solving serious games: Clear signs of pedagogists’ disengagement and over-optimistic expectations.
    Int J Serious Games. 2023;10(2):85-113. doi: 10.17083/ijsg.v10i2.563.
  26. Bandali B, Abolghasemi M, Pardakhtchi M, Rezaei-zadeh M. Faculty Development Programs at Shahid Beheshti University: Insufficient Strengths. Educ Strateg Med Sci. 2021;13(6):597-607.
آمار
تعداد مشاهده مقاله: 2


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب