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已发表论文
从传统 OSCE 到虚拟现实增强 OSCE：医学教育中前景与挑战的叙述性综述
Authors Zhang X, Lyu X, Weng X, Zhou Y
Received 11 November 2025
Accepted for publication 25 January 2026
Published 6 February 2026 Volume 2026:17 580766
DOI https://doi.org/10.2147/AMEP.S580766
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Prof. Dr. Balakrishnan Nair
Xiaohui Zhang,1,* Xiaohong Lyu,1,* Xisheng Weng,2 Yidong Zhou1
1Department of Breast Surgery, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, People’s Republic of China; 2Department of Orthopedic Surgery, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, People’s Republic of China
*These authors contributed equally to this work
Correspondence: Xisheng Weng, Department of Orthopedic Surgery, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, People’s Republic of China, Email drwengxsh@163.com Yidong Zhou, Department of Breast Surgery, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, People’s Republic of China, Email pumchzyd@163.com
Background: Objective Structured Clinical Examinations (OSCEs) are widely used to assess clinical competence but face growing challenges related to cost, scalability, standardization, and the assessment of complex clinical scenarios. Advances in virtual reality (VR) technology have prompted increasing interest in VR-enhanced OSCEs (VR-OSCEs) as a potential solution.
Methods: This review examined the existing literature on the application of VR in OSCEs. Relevant studies were identified through searches of major electronic databases to provide a narrative overview of representative literature.
Results: The included studies indicate that VR-OSCEs are primarily applied in virtual patient simulations, immersive clinical environments, and interactive procedural training. Overall, VR-OSCEs demonstrate improved standardization, enhanced learner engagement, objective performance tracking, and timely feedback compared with traditional OSCE formats. Evidence also suggests potential benefits in assessing rare or high-risk clinical scenarios, although variability exists in technological maturity and validation approaches.
Conclusion: VR-OSCEs represent a promising evolution of clinical assessment in medical education, offering scalable, immersive, and data-driven evaluation opportunities. However, challenges related to cost, technical infrastructure, faculty training, and standardization remain. Further rigorous validation studies and hybrid assessment models are needed to support broader implementation and ensure educational effectiveness.
Keywords: virtual reality, objective structured clinical examination, clinical skill assessment, medical education, immersive learning
1Department of Breast Surgery, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, People’s Republic of China; 2Department of Orthopedic Surgery, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, People’s Republic of China
*These authors contributed equally to this work
Correspondence: Xisheng Weng, Department of Orthopedic Surgery, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, People’s Republic of China, Email drwengxsh@163.com Yidong Zhou, Department of Breast Surgery, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, People’s Republic of China, Email pumchzyd@163.com
Background: Objective Structured Clinical Examinations (OSCEs) are widely used to assess clinical competence but face growing challenges related to cost, scalability, standardization, and the assessment of complex clinical scenarios. Advances in virtual reality (VR) technology have prompted increasing interest in VR-enhanced OSCEs (VR-OSCEs) as a potential solution.
Methods: This review examined the existing literature on the application of VR in OSCEs. Relevant studies were identified through searches of major electronic databases to provide a narrative overview of representative literature.
Results: The included studies indicate that VR-OSCEs are primarily applied in virtual patient simulations, immersive clinical environments, and interactive procedural training. Overall, VR-OSCEs demonstrate improved standardization, enhanced learner engagement, objective performance tracking, and timely feedback compared with traditional OSCE formats. Evidence also suggests potential benefits in assessing rare or high-risk clinical scenarios, although variability exists in technological maturity and validation approaches.
Conclusion: VR-OSCEs represent a promising evolution of clinical assessment in medical education, offering scalable, immersive, and data-driven evaluation opportunities. However, challenges related to cost, technical infrastructure, faculty training, and standardization remain. Further rigorous validation studies and hybrid assessment models are needed to support broader implementation and ensure educational effectiveness.
Keywords: virtual reality, objective structured clinical examination, clinical skill assessment, medical education, immersive learning