Does Virtual Reality Training Translate into Real-world Infection Prevention and Control Practice? A Systematic Review

Virtual reality (VR)–based education is increasingly used in infection prevention and control (IPC) training, yet its impact on real-world practice remains unclear. This systematic review evaluated the impact of VR or immersive simulation–based educational interventions on IPC practices and systematically identified educational design and implementation factors associated with variability in intervention effects. Following the PRISMA 2020 guidelines, PubMed and Scopus were searched for English-language studies published between 2015 and 2025. Ten studies met the inclusion criteria. Most studies targeted students or trainees and assessed proximal outcomes, including knowledge, simulated performance, and self-efficacy. VR-based IPC education improved learner-centered outcomes, but evidence for sustained practice-level behavior change was limited and inconsistent, partly because practice-level outcomes were insufficiently assessed and generally restricted to short-term follow-up. These findings suggest that the translation of learning gains into practice may depend on whether VR-based learning experiences are supported by theory-informed educational design, reinforced over time, and evaluated longitudinally.