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- 34 JMIR Medical Education
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We expect more ecologically valid manipulations (ie, greater resemblance to real-world experience) of fear and anxiety, such as a realistic VR simulation of extreme heights, paired with objective behavioral measures of sensation seeking to reveal more generalizable findings for clinical research. Here, we elicit fear responses with an immersive interactive height exposure simulation [44] and test for associations with sensation seeking behavior.
JMIR XR Spatial Comput 2025;2:e73785
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Deconstructing Participant Behaviors in Virtual Reality Simulation: Ethnographic Analysis
Simulation-based medical education (SBME) emerged as a way to practice skills without placing patients at risk [1]. Simulation has been shaped by the tools and technology available and has primarily consisted of ever-evolving computerized manikins designed to represent a patient.
JMIR Med Educ 2025;11:e65886
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Standardized materials were provided to the facilitators to conduct a prebriefing on simulation and important aspects of communication.
JMIR Med Educ 2025;11:e70766
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However, to our knowledge, previous studies focused on face-to-face interactions, and no study has explored the correlation between EEG-based brain-to-brain synchronization and Team STEPPS performance in virtual simulation–based interprofessional education (SIMBIE), where face-to-face communication is absent.
JMIR Med Educ 2025;11:e69725
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Studies have shown that using simulation as a teaching strategy significantly reduces State-Trait Anxiety Inventory (STAI) scores, with this reduction persisting at a 1-week posttraining follow-up. These findings underscore the benefits of simulation-based education, particularly for residents in anesthesia and intensive care [153].
JMIR Med Educ 2025;11:e70726
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The advent of simulation technology in dentistry has led to immersive training systems including some based on force feedback and mixed reality [12]. However, there is a lack of studies on nonimmersive simulation approaches. In this context, to enhance the efficiency of training in the design of RPD frameworks, the use of training systems that incorporate 3 D casts has increasingly been recognized as an innovative and reliable approach [13].
JMIR Med Educ 2025;11:e71743
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A 2017 study measured the impact of team leader stress on teams practicing advanced life support in a simulation environment, using the Empatica E4 device and self-reported measures for assessment [55]. A key finding was that EDA levels increased as team performance improved and decreased with poorer performance.
JMIR Serious Games 2025;13:e67623
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This highlights the need for a simulation-based tool, designed specifically for orthodontic education, that can guide students through the step-by-step reasoning process involved in accurate diagnosis and treatment planning.
Serious games have currently gained momentum in dental education due to their positive educational impact across several aspects [13-16].
JMIR Serious Games 2025;13:e73956
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However, there is an unequal distribution of simulation-based learning across LMICs, due to misconceptions regarding the cost and availability of programs [11]. Also, while the benefits of simulation training are well established, there is a paucity of research studying the differences, if any, in the clinical performance of HCPs from HICs and LMICs in simulation-based case scenarios.
JMIR Med Educ 2025;11:e52332
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Games to Improve the Clinical Skills of Nursing Students: Systematic Review of Current Evidence
Overview of the included studies that address games for nursing education.
a Not applicable.
b GBL: game-based learning.
c NCLEX: National Council Licensure Examination.
d SBAR: Situation, Background, Assessment, and Recommendation.
e CR: clinical reasoning.
f SG: serious game.
g TT: traditional teaching.
h CPR: cardiopulmonary resuscitation.
i VR: virtual reality.
j NTS: nontechnical skills.
k IVR: immersive virtual reality.
l PU-VRSim: pressure ulcer management virtual reality simulation.
m PU: pressure ulcer.
n BAM: burn
Asian Pac Isl Nurs J 2025;9:e70737
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