Reported barriers to immersive and VP-based communication training include limited authenticity of non-verbal interaction, unrealistic student perceptions, high institutional resource requirements, technical challenges, and scalability constraints¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For screen-based VPs, reported barriers included limited authenticity from insufficient integration of non-verbal communication, students' perceptions of unrealistic interactions, high institutional resource requirements, and technical challenges such as software glitches and navigation difficulties. → Kalmring M 2026 q2 i? For VR/AR and metaverse-based interventions, scalability emerged as a key challenge, with heterogeneous student experiences and usability issues negatively affecting acceptance. → Kalmring M 2026 (2)

Evidence¶

Kalmring M 2026¶

Kalmring M, Chmelar S, Greimel P, Kaider M, Lang C, Roszipal B. (2026). Teaching clinical communication skills through virtual patient-based learning: an umbrella review of systematic reviews. BMC Medical Education. https://doi.org/10.1186/s12909-026-09374-6

q2 · i? · review · r3

Secondary-outcome synthesis of barriers reported across the included reviews for screen-based virtual patients, attributed by the review to Lee et al., Jensen et al., Phanudulkitti et al., and Richardson et al.

"For screen-based VPs, reported barriers included limited authenticity resulting from insufficient integration of non-verbal communication [19, 36], students’ perceptions of unrealistic interactions [18], high institutional resource requirements [35], and technical challenges such as software glitches and navigation difficulties [34]."

Kalmring M 2026 (2)¶

Kalmring M, Chmelar S, Greimel P, Kaider M, Lang C, Roszipal B. (2026). Teaching clinical communication skills through virtual patient-based learning: an umbrella review of systematic reviews. BMC Medical Education. https://doi.org/10.1186/s12909-026-09374-6

q2 · i? · quant-synthesis · r2

Secondary-outcome synthesis of barriers for VR/AR and metaverse interventions, attributed by the review to Cho and Kim, Dong et al., and Rodda et al., who reported usability issues negatively affecting acceptance.

"For VR/AR and Metaverse-based interventions, scalability emerged as a key challenge. Cho and Kim [20] highlighted contextual barriers related to geographic and institutional variability, while Dong et al. [36] emphasized persistent concerns regarding the authenticity in VR-based teaching."

Discussion¶

Related Claims¶

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• VR/AR and metaverse-based approaches were more frequently associated with favorable findings than screen-based virtual patient approaches, which yielded mixed findings with no clear advantage over non-technology-based simulation — related
• Computer-based simulation and immersive VR platforms differ in their primary limitations: feedback timeliness versus physiological discomfort — related