Impact of immersive realities and metaverse in the university training for health professions and medicine: a systematic review of preliminary evidence

Aim: Extended reality (XR) provides technologies that can create engaging and interactive learning resources easily updatable in line with the learning needs. This systematic review aimed to investigate the academic performance (AP), level satisfaction (LS), and acceptability (Ac) of XRs in university education students of medicine and health sciences. Method: The Preferred Reporting Items for Systematic Reviews statement was applied. Results: Nineteen experimental studies were included, which examined AP, 15 LS and 4 AC. No study was found that applies the Metaverse, 15 considered virtual reality (VR), 3 Augmented Reality (AR), 1 Mixed Reality (MR). Ten studies showed a statistically significant increase in AP in students who adopted XRs compared to traditional teaching methodologies. Six 5 studies showed a significant increase in LS after VR use. Two studies reported a high percentage of significant acceptability of XR use. Conclusion: The review provides that Metaverse results still need to be implemented; VR was a valid tool to support the improvement of AP and LS of students; VR turns out to be more widespread than other XRs. There are several discrepancies in the studies that confirm the need to promote the understanding of VR simulation’s effects on the acquisition of skills.