Virtual reality and immersive simulation in the learning of clinical skills

Abstract

Virtual reality and immersive simulation were progressively incorporated into clinical education as resources for practicing procedures, making decisions, and communicating in safe and repeatable environments. The objective was to analyze evidence regarding their contribution to clinical skills learning among health sciences students, considering cognitive, psychomotor, and relational outcomes as well as implementation conditions. A narrative and analytical documentary review of literature published mainly between 2020 and 2026 was conducted. The analysis showed frequent benefits in knowledge acquisition, procedural performance, self-confidence, satisfaction, and repeated practice, particularly when scenarios incorporated clear objectives, feedback, and sufficient interaction. However, superiority over conventional methods was not consistent; clinical reasoning, communication, and transfer to real practice showed more heterogeneous results. Limitations related to cognitive load, physical effects, costs, equipment, and limited assessment of long-term outcomes were also identified. It was concluded that these technologies performed better as complements to simulation and clinical practice than as independent substitutes.