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Deconstructing Participant Behaviors in Virtual Reality Simulation: Ethnographic Analysis
Simulation-based medical education (SBME) emerged as a way to practice skills without placing patients at risk [1]. Simulation has been shaped by the tools and technology available and has primarily consisted of ever-evolving computerized manikins designed to represent a patient.
JMIR Med Educ 2025;11:e65886
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Standardized materials were provided to the facilitators to conduct a prebriefing on simulation and important aspects of communication.
JMIR Med Educ 2025;11:e70766
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However, to our knowledge, previous studies focused on face-to-face interactions, and no study has explored the correlation between EEG-based brain-to-brain synchronization and Team STEPPS performance in virtual simulation–based interprofessional education (SIMBIE), where face-to-face communication is absent.
JMIR Med Educ 2025;11:e69725
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Studies have shown that using simulation as a teaching strategy significantly reduces State-Trait Anxiety Inventory (STAI) scores, with this reduction persisting at a 1-week posttraining follow-up. These findings underscore the benefits of simulation-based education, particularly for residents in anesthesia and intensive care [153].
JMIR Med Educ 2025;11:e70726
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The advent of simulation technology in dentistry has led to immersive training systems including some based on force feedback and mixed reality [12]. However, there is a lack of studies on nonimmersive simulation approaches. In this context, to enhance the efficiency of training in the design of RPD frameworks, the use of training systems that incorporate 3 D casts has increasingly been recognized as an innovative and reliable approach [13].
JMIR Med Educ 2025;11:e71743
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A 2017 study measured the impact of team leader stress on teams practicing advanced life support in a simulation environment, using the Empatica E4 device and self-reported measures for assessment [55]. A key finding was that EDA levels increased as team performance improved and decreased with poorer performance.
JMIR Serious Games 2025;13:e67623
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This highlights the need for a simulation-based tool, designed specifically for orthodontic education, that can guide students through the step-by-step reasoning process involved in accurate diagnosis and treatment planning.
Serious games have currently gained momentum in dental education due to their positive educational impact across several aspects [13-16].
JMIR Serious Games 2025;13:e73956
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However, there is an unequal distribution of simulation-based learning across LMICs, due to misconceptions regarding the cost and availability of programs [11]. Also, while the benefits of simulation training are well established, there is a paucity of research studying the differences, if any, in the clinical performance of HCPs from HICs and LMICs in simulation-based case scenarios.
JMIR Med Educ 2025;11:e52332
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Games to Improve the Clinical Skills of Nursing Students: Systematic Review of Current Evidence
Overview of the included studies that address games for nursing education.
a Not applicable.
b GBL: game-based learning.
c NCLEX: National Council Licensure Examination.
d SBAR: Situation, Background, Assessment, and Recommendation.
e CR: clinical reasoning.
f SG: serious game.
g TT: traditional teaching.
h CPR: cardiopulmonary resuscitation.
i VR: virtual reality.
j NTS: nontechnical skills.
k IVR: immersive virtual reality.
l PU-VRSim: pressure ulcer management virtual reality simulation.
m PU: pressure ulcer.
n BAM: burn
Asian Pac Isl Nurs J 2025;9:e70737
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We conducted a secondary analysis from the intervention arm of a randomized controlled trial (n=210 medical students and 840 video recordings of interactions) of a communication simulation using virtual humans.
JMIR Form Res 2025;9:e59328
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