Using virtual and augmented reality-based interventions in health education to improve knowledge and attitudes about dementia: an integrative review


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BMJ Open. November 1, 2021; 11 (11): e053616. doi: 10.1136 / bmjopen-2021-053616.


OBJECTIVES: Immersive technologies such as virtual reality (VR) and augmented reality (AR) have the potential to help healthcare professionals and trainees understand the psychological symptoms and reactive behaviors associated with dementia in a learning environment. safe and supportive. This integrative review aimed to determine the types of VR and AR-based interventions used in dementia education and training and their effectiveness in improving the knowledge and attitudes of health professionals or trainees.

DESIGN: The protocol was submitted to PROSPERO and the literature published from 2000 was searched in eight databases: CINAHL, MEDLINE, Web of Science, Cochrane, Embase, PsycINFO, ERIC and Scopus. A total of 19 articles were included and assessed using the Mixed Methods Assessment Tool. The methodological quality varied between studies.

RESULTS: VR-based rather than AR-based interventions are used in dementia education and training for healthcare professionals and trainees. Immersive virtual learning potentially improves the knowledge, attitudes, empathy and sensitivity of healthcare professionals and trainees.

CONCLUSIONS: While promising, there remains a lack of conclusive and strong evidence to fully recommend the introduction and inclusion of immersive virtual learning in dementia education and training. Further rigorously designed research studies with larger sample sizes are needed to confirm the benefits on attitudes, empathy, sensitivity, and knowledge.


PMID: 34725081 | DOI: 10.1136 / bmjopen-2021-053616


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