Immersive VR simulation is noninferior to live simulation for developing teamwork and communication skills¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2026 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? No statistically significant differences were found between live and VR simulation in teamwork and communication skill development, with VR showing higher follow-up ISVS scores. → González-Sanz A 2026

Evidence¶

González-Sanz A 2026¶

González-Sanz A, López-García JC, Sutil-Rodríguez E, Juárez-Vela R, Santos-Sánchez JÁ, Navas-Echazarreta N, Martínez-Sabater A, Sancho-Sanchez C. (2026). Simulation-Based Training for Nursing Students to Improve Patient Safety: Systematic Review. JMIR Nursing. https://doi.org/10.2196/87898

q3 · i? · review · r2

RCT comparing immersive VR with conventional live simulation in 120 medical and nursing students (team training on nurse-physician communication). The review reports no between-group differences; equivalence was not formally tested.

"No statistically significant differences were found between live and VR simulation in the development of teamwork and communication skills. These findings suggest that VR-based simulation may represent a comparable alternative to live simulation for fostering these competencies."

Discussion¶

Learner Variables¶

Collaboration — outcome: instruction changes it
Communication Skills — outcome: instruction changes it

For lower-stakes basic skills, AR shows noninferiority rather than superiority over traditional instruction — a narrower finding that bears on this claim
Skill retention after simulation is rarely measured; at 2-month follow-up only the VR group maintained significant ISVS improvement — related
VR simulation better promoted lab-teaching knowledge development than live classroom simulation, while live simulation better fostered class-teaching knowledge development among university teaching assistants — related
Immersion principle: people do not necessarily learn better in 3D immersive virtual reality than with a corresponding 2D desktop presentation (d = -0.10 across 9 tests) — a broader claim this one bears on
PBL structured steps develop teamwork and communication skills in OB/GYN students — related
VR-based nurse-physician communication team training is non-inferior to live simulation for communication performance and improves interprofessional attitudes — possibly the same claim (merge candidate)
Online CBT training satisfaction was noninferior to in-person training — related
Immersive VR tracheostomy training reduced anxiety more than regular training at follow-up — related

Page metadata

Field	Value
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-10-31`
`trust`	unverified — no one has confirmed this page's content

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