Realidad virtual y simulación inmersiva en el aprendizaje de habilidades clínicas
DOI:
https://doi.org/10.56200/mentor.v5i15.13655Palabras clave:
realidad virtual, simulación inmersiva, habilidades clínicas, educación en salud, simulación clínicaResumen
La realidad virtual y la simulación inmersiva se incorporaron progresivamente a la formación clínica como recursos para practicar procedimientos, tomar decisiones y comunicarse en entornos seguros y repetibles. El objetivo fue analizar la evidencia sobre su contribución al aprendizaje de habilidades clínicas en estudiantes de ciencias de la salud, considerando resultados cognitivos, psicomotores, relacionales y condiciones de implementación. Se desarrolló una revisión documental narrativa y analítica de literatura publicada principalmente entre 2020 y 2026. El análisis mostró beneficios frecuentes en adquisición de conocimientos, ejecución de procedimientos, autoconfianza, satisfacción y práctica repetida, especialmente cuando los escenarios incorporaron objetivos claros, retroalimentación e interacción suficiente. Sin embargo, la superioridad frente a métodos convencionales no fue constante; el razonamiento clínico, la comunicación y la transferencia a la práctica real presentaron resultados más heterogéneos. También se identificaron limitaciones relacionadas con carga cognitiva, efectos físicos, costos, equipamiento y escasa evaluación de resultados a largo plazo. Se concluyó que estas tecnologías funcionaron mejor como complemento de la simulación y la práctica clínica que como sustitutos independientes.
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Derechos de autor 2026 María Priscila Rodríguez Benítez , Mariuxi Johanna Zurita Desiderio , Yulitza Geomara Villamar Torres , Vilma Rocío Quijije Chávez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
