Virtual medical learning: a comprehensive study on the role of new technologies

Abstract

PurposeHealthcare employs informatics to offer its services through information technology where the social network can aid virtual medical learning. Since the usage of the internet and other electronic tools for medical services delivery is at the initial stage, it is essential to examine the factors that condition patients and medical elements in a virtual environment can develop relationship models on the health services. So, the authors have systematically reviewed virtual medical learning and offered some suggestions for the upcoming works. The authors have also discovered gaps in the state-of-the-art papers and provided solutions for them.Design/methodology/approachNumerous novel advancements have changed the old exercise of therapeutic and analytic learning. Virtual spaces have quickly turned into a section of the learning technology vision. Given the importance of its achievements and endless low-cost expansion of the educational system, virtual education has been considered as one of the issues raised by the information communities. Medicine and health are some of the most important fields in virtual technologies. Hence, in this paper, we have used a systematic literature review to deeply examine virtual medical learning. After establishing exclusion and inclusion criteria, an independent systematic search in Google Scholar, ACM, Scopus, Eric, Science Direct, Springer link, Emerald, Global ProQuest and IEEE for relevant studies have been performed, and 21 papers have been analyzed. Detailed data have been mined out of the papers.FindingsThe authors have found that virtual medical learning improves and expands the knowledge core and meaningfully affects the exercise. Virtual learning (VL) has been used in many therapeutic zones, like therapeutic learning, surgery, diagnosing, combining and regularizing processes. It has presented a fundamental access point and a referral mechanism for all of a course's component communities. It can also simplify communicative education, allowing learners to get abilities before applying them in a real-world situation. Also, the communicative characteristics of different VL programs can somehow be like direct teaching.Research limitations/implicationsSome excellent work may be removed owing to applying the filters to select the primary papers. Surveying all the documents on the topic of virtual medical learning is impossible, too. Nevertheless, the authors have tried to present a perfect survey of virtual medical learning. The results will be helpful for scholars to propose better virtual medical learning techniques.Practical implicationsE-learning has become an indispensable additional learning tool in medical education. The introduction of new learning technologies, the exponential growth of Internet usage and the advent of the World Wide Web can change the face of higher education. The results will be helpful for scholars for the upcoming works. The application of a literature review of partial least squares theory was useful for offering comprehensive literary coverage and completing the knowledge development analysis. The authors have backed scholars and experts for better understanding the development of virtual medical learning systems via presenting comparative data and scrutinizing the present advances.Originality/valueThe paper enhances intellectual knowledge by improving the conception of virtual medical learning. It informs the development, use of virtual medical learning and the upcoming works. The lack of comprehensive papers in this field has increased the importance of this paper. The present paper can handle the pace of publications.

Application of simulation and virtual reality to production learning

“…In accordance with other research, interacting with gamification has helped participants to connect through simulation and virtual reality, thanks to the fun aspect with respect to previous activities, developing creativity, collaboration and development skills (Baxter and Hainey, 2020;C ozar-Guti errez and S aez-L opez, 2016;Llorens-Largo et al, 2016). Increased motivation has also been demonstrated (Alsawaier, 2018;Barata et al, 2013;Buckley et al, 2014;Charles et al, 2011;Tang et al, 2022) as well as the incentive to participate (Jo et al, 2018;S anchez-Mart ın et al, 2017;Zainuddin et al, 2020), leading to great advances in more dynamic classes, with access to immediate material and increased contact with the teacher compared to traditional learning.…”

“…The new methodology implemented with the obvious help of new technologies such as virtual reality and simulation means that, through participation, participants gain two important advantages. On the one hand, and most notably, it makes the learning process easier compared to traditional learning and, on the other hand, increased teamwork (Beh et al, 2022;Garc ıa et al, 2016), in addition to encouraging participation, increasing interactions and the openness of participants (Sandahl et al, 2013;Tang et al, 2022).…”

“…, 2014; Charles et al. , 2011; Tang et al. , 2022) as well as the incentive to participate (Jo et al.…”

“…, 2016), in addition to encouraging participation, increasing interactions and the openness of participants (Sandahl et al. , 2013; Tang et al. , 2022).…”

The Role of Immersive Virtual Realities: Enhancing Science Learning in Higher Education

“…Tang et al [22] offered insights into the impact of new technologies, particularly within the context of virtual medical learning. Their systematic review showed how informatics and virtual platforms are revolutionizing medical education and training, thereby enhancing the delivery and accessibility of medical services and education within virtual settings.…”