The use of Virtual Reality (VR) and Extended Reality (XR) in medical ethics education

Abstract Virtual and Extended Reality (XR) technologies have been increasingly gaining traction as a pedagogical tool within the medical setting, yet their application to medical ethics education is comparatively under-explored. Currently, medical ethics education in the UK primarily relies on case-based discussions and seminar formats, providing limited opportunities to practice ethical deliberation. There is a need for more opportunities to develop this fundamental skill, as many recently graduated doctors do not feel confident nor well-supported in their ethical decision making. XR pedagogical tools promise to address this need, by providing safe, immersive and interactive experiences. This scoping review aims to explore the currently available literature which measures the effects of using XR technology in teaching medical ethics. This field remains nascent – most identified papers were pilot studies with limited sample sizes, thus limiting the power of their statistical analysis. The limited available evidence suggests that XR may be associated with improvements in learners’ perceived knowledge or confidence, while evidence of improvement in measured knowledge remains inconsistent. Given the small number, heterogeneity and predominantly exploratory nature of the included studies, conclusions regarding educational effectiveness remain tentative.