Virtual reality (VR) technology has emerged as a promising educational tool in medical training, offering immersive learning experiences that address traditional limitations in medical education. However, comprehensive evidence regarding VRs overall effectiveness across diverse medical education contexts remains fragmented. To systematically evaluate the effectiveness of virtual reality interventions compared to traditional educational methods in medical education through meta-analysis of randomized controlled trials and quasi-experimental studies. A systematic literature search was conducted across Google Scholar, PubMed, Scopus, and ERIC databases from January 2015 to December 2024. Studies involving medical students, residents, or healthcare professionals using VR-based educational interventions with traditional comparison groups were included. Primary outcomes included knowledge acquisition, skills development, and motivation measures. Standardized mean differences (Cohens d) were calculated using fixed-effects models, with subgroup analyses by outcome type. Twenty-one studies encompassing 1,527 participants met the inclusion criteria. The overall meta-analysis revealed a moderate to significant positive effect favoring VR interventions (d = 0.510, 95% CI: 0.408 to 0.612, p .001). Subgroup analysis demonstrated differential effectiveness: skills outcomes showed the most significant effect (d = 0.692, p .001), knowledge outcomes showed moderate effects (d = 0.346, p .001), while motivation outcomes showed no significant difference (d = 0.054, p = 0.685). Substantial heterogeneity was observed (I = 87.06%). This meta-analysis provides robust evidence supporting VRs effectiveness in medical education, particularly for skills development and knowledge acquisition. The differential effects suggest VRs strength in enhancing practical competencies. However, substantial heterogeneity highlights the importance of implementation quality and contextual factors. These findings support the strategic integration of VR technology in medical curricula, especially for procedural training and clinical skills development.
Hongthong et al. (Mon,) studied this question.