Virtual simulation acts as an infrastructure supporting two complementary purposes for IPE, simultaneously addressing systemic access and equity challenges while supporting individual learner development as well as addressing systemic access and equity challenges while supporting individual learner development.
Abstract
Background
Interprofessional education (IPE) is essential for preparing health sciences students for collaborative practice, yet its implementation remains constrained by geographical dispersion, scheduling conflicts, and variability across clinical placements. Advances in virtual simulation technologies including high-fidelity virtual environments and artificial intelligence (AI)-enabled analytics might offer new solutions to address these structural barriers. This study aimed to explore students' experiences of virtual simulation as a strategy to overcome siloed teaching and support the development of interprofessional competencies within health sciences education.
Methods
A qualitative, descriptive, exploratory, and contextual design was employed. Between January and June 2024, four online semi-structured focus group interviews were conducted via Microsoft Teams with 29 purposively sampled senior undergraduate students from five health science disciplines. An independent external qualitative researcher facilitated the interviews using a central open-ended question and targeted probes aligned with the study objectives. Sessions were audio-recorded, transcribed verbatim, and analysed using the Matrix Building Framework described by Miles, Huberman, and Saldaña. Trustworthiness was ensured through methodological triangulation, peer debriefing, independent coding, and an audit trail consistent with Lincoln and Guba's criteria.
Results
Analysis yielded two overarching themes with four subthemes. At a system level, virtual simulation ensured accessible and equitable, interprofessional collaboration by reducing geographical and scheduling barriers, standardising learning experiences, and improving administrative efficiency through central scheduling. At a learner level, virtual simulation supported personalised role development, psychological safety, and professional confidence through adaptive scenario design, intentional leadership role allocation, and behaviour-anchored feedback. Participants reported that AI-supported analytics enhanced debriefing quality and enabled focused reflection on communication and teamwork behaviours.
Conclusions
Virtual simulation acts as an infrastructure supporting two complementary purposes for IPE, simultaneously addressing systemic access and equity challenges while supporting individual learner development. When aligned with adaptive pedagogy, psychologically safe facilitation, and validated assessment frameworks, virtual simulation for IPE can be equitable, authentic, and scalable. These findings have implications for curriculum design, faculty development, and institutional investment in sustainable virtual simulation platforms.
AIM
To examine the effects of Extended Reality (XR) case-based learning in interprofessional education on pre-licensure health profession students' learning outcomes and explore students' experiences with the technology.
BACKGROUND
Interprofessional education is essential for preparing a collaborative practice-ready health workforce. Although virtual simulation is increasingly used to support interprofessional learning, most evidence relates to screen-based environments with limited immersion. XR technologies, including virtual reality, augmented reality and mixed reality, offer immersive learning environments that may enhance interprofessional collaboration.
DESIGN
Mixed methods systematic review following PRISMA 2020 guidelines.
METHODS
MEDLINE (PubMed), Scopus, CINAHL, Web of Science and ProQuest were searched for studies published between 2015 and 2025. Methodological quality was assessed using the Joanna Briggs Institute critical appraisal tools. Quantitative data were analysed using effect size calculations where possible and narrative synthesis. Qualitative data were analysed using content analysis. Quantitative and qualitative evidence were integrated using a convergent segregated approach.
RESULTS
Nine studies were included. Most studies used virtual reality in single- or multi-user emergency care scenarios. Quantitative findings demonstrated statistically significant improvements in teamwork, interprofessional communication and performance indicators. Qualitative analysis identified perceived learning benefits, realism and immersion, cognitive and affective responses, pedagogical reflections and the central role of debriefing.
CONCLUSIONS
XR shows promise for enhancing teamwork and communication in interprofessional education. However, the evidence base remains limited by methodological heterogeneity and a focus on feasibility rather than educational effectiveness. Future research should adopt rigorous, theory-driven designs with standardised interprofessional outcome measures and examine the pedagogical role of emerging technologies.
REGISTRATION
PROSPERO CRD420261324031. Available from https://www.crd.york.ac.uk/PROSPERO/view/CRD420261324031.
Dimitra Gkounta, Laura Kohonen-Aho, A. C. Gudmundsen et al.· Nurse Education in Practice· 0 citations
In Philippine SUCs, SBE supports experiential learning processes that enhance cognitive, affective, and collaborative competencies among undergraduate health professions students and is essential to ensure equitable and high-quality simulation implementation across diverse public higher education settings.
Jenniffer T. Paguio, MA (Nursing) Aprille C. Banayat, Aldin D. Gaspar, MSc, MHC, MN, RN et al.· Acta medica Philippina· 0 citations
While participants’ self-perceived attitudes remained stable, significant improvements in interprofessional competencies such as team functioning and collaboration, showed that the training effectively supported collaborative practice.
C. Kern, M. Roth, M. Brunner et al.· Advances in Simulation· 0 citations
Interprofessional learning experiences (ILE) are becoming increasingly important components of allied health curricula, but present many challenges, particularly in distance education settings. We developed a bespoke online collaborative practice module (CPM) for clinical exercise physiology students studying via distance education, designed to deliver similar benefits to traditional ILE without the same challenges and limitations. The CPM consisted of two distinct learning phases: knowledge expansion and knowledge application, with each phase containing both synchronous and asynchronous learning experiences. The CPM was assessed via a mixed methods approach, which involved students participating in a one-on-one semi-structured interview post-CPM participation and completing the 16-item Self-Efficacy for Interprofessional Experiential Learning (SEIEL) scale both pre- and post-CPM participation. Participants (n = 10) were recruited from a single cohort of students studying a final year, capstone-style subject. The CPM was effective in improving student self-efficacy for interprofessional experiential learning (p = 0.001) and was acceptable to students who participated in the study. Inductive reflexive thematic analysis of the qualitative data supported an improvement in student self-efficacy and revealed four main themes: authentic preparation for real-world practice, encapsulation and consolidation of learning from across the degree, engagement and learning from peers, and broadening of knowledge and understanding, which enhanced confidence. The CPM may be a viable alternative to traditional ILE where the challenges and limitations of traditional ILE cannot be readily overcome.
Timothy D. Miller, Karina Liles, T. Hartmann· Journal of University Teachi...· 0 citations
Effective communication is central to patient-centred care, but achieving sufficient practice opportunities with access to expert feedback during busy clinical placements can be challenging. Virtual Patients (VPs) simulate doctor-patient consultations and have been used successfully in medical education to teach communication skills. Four VPs were created with filmed patient encounters, using a branching decision format and scripted expert clinician feedback, to provide students with opportunities to practise challenging, infrequently seen, communication encounters.
One focus group and six individual interviews were conducted with medical students as a quality improvement measure prior to the implementation of VPs into the year 4 medical curriculum. After transcription, deductive thematic analysis was undertaken using the TPACK framework as a conceptual lens to examine technological, pedagogical, content and contextual knowledge.
Students described the VP content as authentic, emotive and supportive of their clinical, communication and cultural learning. They reported enhanced confidence through scaffolded exposure, but emphasised VP inferiority to real-world patient encounters. Pedagogically, students learnt through observation of videos modelling good communication under challenging circumstances, such as communication of a miscarriage, and suicide risk assessment following self-harm. However, students tended to skip or minimise VP reflective tasks, and they described the automated feedback as didactic and non-memorable, limiting educational impact.
Students’ technology expectations exceeded the platform capabilities. They sought to speed through sections where possible and the VP activity was described as “clicking”, rather than communicating. Despite these limitations, students gained contextual knowledge and suggested the integration of VP into the curriculum as preparatory learning rather than communication skills practice, as they recognised that despite enhanced confidence, mastery requires repeated engagement with real or simulated patients.
This VP platform did not meet the needs of students to practise challenging communication skills, with technology insufficiently integrated to align content delivery to pedagogical intent. Our findings suggest that although useful to complement live or simulated patient communication encounters, to realise their potential, VP technologies must enable more authentic interactivity such as voice-to-text, nuanced individualised feedback and stronger alignment between TPACK domains.
C. Walshe, Catherine Bruen, R. Daly et al.· Advances in Simulation· 0 citations
Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.
Nurul Athirah Hasdan, Ahmed Osman Ahmed Mohamed Yehia Naguib, Nor Hidayah Mohd Taufek· The Journal of pharmacy· 0 citations
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