Virtual reality (VR) describes the use of a 3-dimensional, computer-generated, interactive, immersive simulation environment. Through headsets and sensory feedback, VR aims to create a sense of presence within a virtual environment, in which the user feels mentally immersed, interacts with the simulation, and becomes part of that environment. Interactivity and multisensory integration—visual, tactile, auditory, and olfactory—are fundamental concepts in VR. Users can manipulate objects, complete sequences of actions, and interact with virtual characters in a realistic manner while fully engaged in this virtual world [
1,
2]. VR environments can support the personalization of learning to individual needs and make complex topics more approachable. Evidence indicates that the use of visual aids makes risk information easier to understand and recall, particularly among vulnerable groups such as older adults, high-risk patients, and individuals with limited medical knowledge. Furthermore, VR content can be made available in multiple languages, which may help individuals who face literacy and language barriers [
3–
5].
In healthcare settings, VR holds considerable promise for transforming clinical practice. It can serve as a useful tool for facilitating in-depth learning in medical education and training for health professionals. Earlier studies have reported significant improvements in skills and satisfaction, as well as more favorable knowledge outcomes. These findings support the incorporation of VR into a range of healthcare education activities and highlight its potential to provide patients with complex medical conditions with a deeper understanding and more engaging learning experiences [
6,
7]. Similarly, VR enables immersive, interactive patient education experiences that may engage users more effectively than passive approaches. It is increasingly used in patient education to expand knowledge, enhance patient satisfaction and engagement, and reduce anxiety and discomfort. Prior studies have shown that VR can improve patient experiences by providing immersive and interactive environments for learning and practice. In these applications, the benefits of VR in patient education extend beyond knowledge gains to include improved patient satisfaction and emotional well-being [
7,
8]. Consequently, VR can promote patients’ active participation in their care while also opening new possibilities for educational provision. One benefit of VR is the ability to provide personalized explanations of a diagnosis or treatment course. It allows patients to virtually experience the hospital setting and anticipated length of stay and enables them to revisit and discuss this experience with family members or relatives at home as needed [
3,
9].
Additionally, VR-based approaches can improve cancer patients’ preparation for radiotherapy (RT), which is expected to be administered to more than half of all cancer patients during the course of treatment. Patients’ concerns about therapy may increase due to this complex therapy. VR used in educational sessions may address patients’ information needs regarding the RT procedure by providing a realistic treatment experience, including exposure to the auditory conditions they may encounter during radiation. In this way, patients can engage with the environment, become familiar with RT equipment, and experience what will occur during therapy, thereby improving understanding and reducing anxiety [
10–
12].
An important aspect of obtaining informed consent for surgery is the patient’s understanding of the operation. For consent to be informed, a thorough discussion of the risks, potential adverse effects, and surgical alternatives is necessary. VR has been found to lessen the influence of the patient’s surroundings while providing a subjectively immersive experience and a sense of physical presence in a virtual world. In this regard, VR technology can be considered a promising pain control strategy for various pain conditions and may serve as an adjunct or alternative approach to pain management. Earlier studies have demonstrated successful applications of VR in pain-related settings, with promising outcomes including reduced procedure duration, anxiety, and procedure-related pain during difficult interventions, including perioperative and periprocedural surgical procedures, as well as chronic pain during cancer therapy [
13–
15].
Meanwhile, VR appears useful in treating acute or chronic pain related to a range of physical and mental conditions and during procedures such as wound dressing changes, intravenous cannulation, and dental procedures. It has also been applied in pain associated with injuries, cancer, diabetic neuropathy, migraine headaches, and pruritus. Pain perception is believed to depend in part on a patient’s ability to direct cognitive attention to painful stimuli, and many explanations attribute VR’s benefits to simple distraction. Through direct or indirect changes to neural signaling pathways involving attention, focus, memory, emotion, and sensory processing (sight, hearing, and touch), VR may reduce perceived pain [
16–
18]. By diverting the patient’s attention away from pain, the immersive and engaging nature of VR may lessen anxiety, discomfort, and unpleasantness. VR can serve as a distraction by occupying visual, auditory, and proprioceptive input, thereby reducing the patient’s capacity to process painful sensations [
17]. Furthermore, VR has also been shown to be useful for relaxation. Because virtual environments can be calming and stress-relieving, they are often used to address stress-related physical disorders that cause pain. These conditions, including postherpetic neuralgia, neuropathic pain, and fibromyalgia, are highly prevalent in primary care settings. Neuroimaging studies have supported patient self-reports of reduced anxiety, time spent thinking about pain, and pain intensity after VR treatment. Compared with conventional treatments, VR has been associated with significant improvements in functional impairment among patients with fibromyalgia [
17–
19].
Moreover, VR exposure therapy offers a treatment strategy that may help address anxiety in ways that medication alone may not. VR exposure therapy has been used to treat agoraphobia, arachnophobia, claustrophobia, panic disorder, obsessive-compulsive disorder, generalized anxiety disorder, social anxiety disorder, and post-traumatic stress disorder. It has also been used in conjunction with medications for the treatment of anxiety and phobias [
17,
20]. In addition, VR has been used in the treatment of autism spectrum disorder because it can provide a controlled environment in which individuals can learn new skills. Two systematic reviews support the use of VR to help individuals with autism practice communication and imitation skills, which may help them manage social situations [
21,
22].
Nevertheless, during in-depth interviews conducted to inform the development of VR education tools, patients identified several potential limitations and challenges that should be considered. VR interventions vary in their technical applications and implementation settings. In this context, evaluation is critical for assessing the use of VR in clinical practice, which may be influenced by a range of factors. These include the need for individualized information; the role of immersive and/or experiential learning; the need to create a realistic environment; the presence of a moderator to guide the VR experience and facilitate individual- or group-based education sessions; motion sickness; a reduced sense of presence; eye strain; and potentially inappropriate responses in the real world. Some patients find the technology confusing, uncomfortable, or difficult to use, and some perceive the benefits of VR experiences as unclear. Furthermore, younger patients may be more willing and able to use VR than older patients [
23,
24].
This scoping review highlighted that numerous healthcare disciplines, including patient education, rehabilitation, and emotional regulation, have used this promising technology. The increasing use of VR in clinical settings is helping to change how patients learn about illnesses and therapies by promoting active participation in their care while also creating new possibilities for educational provision to improve patient outcomes. VR can expand knowledge and enhance patient satisfaction and engagement in disease management. Therefore, this technology may encourage patients to participate more actively in their care, supporting improved disease management and quality of life.
HIGHLIGHTS
• Virtual reality (VR) is increasingly being employed in patient education and is also opening new avenues for educational provision.
• VR technology has demonstrated promising outcomes in modulating emotional processes during the treatment of major diseases.
• Patients considered VR education beneficial and effective because it improved understanding, communication with healthcare providers, and adherence to therapy.
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The author has no conflicts of interest to declare.
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