Components of technical requirements.

Augmented reality (AR) enables users to view the real world with enhanced digital information, making it a transformative tool in education. Virtual patients (VPs) technology is also defined as “a specific type of computer-based application that simulates real-world clinical scenario. AR and VPs offer interactive and immersive learning experiences, with AR enhancing the understanding of complex concepts and VPs providing hands-on practice in clinical scenario. This scoping review aims to identify an integrated learning design framework and the technical requirements for augmented reality-based virtual patient Simulation in healthcare professions education. This study employed a scoping review methodology that adhered to the PRISMA-ScR checklist and the Joanna Briggs Institute (JBI) guidelines, conducted between September and October 2024. The review covered six reputable databases: MEDLINE (PubMed), Science Direct (Elsevier), Web of Science (Clarivate), Cochrane library, ERIC, Scopus. A comprehensive search yielded 924 potential studies. Articles were selected via a two-stage screening process, involving title/abstract and full-text reviews based on predefined inclusion criteria. Disagreements were resolved through consultation, resulting in 27 studies being included. Eligible studies focused on augmented reality (AR)-based virtual patient (VP) technology in healthcare education, encompassing observational, quasi-experimental, and descriptive designs. Exclusions comprised grey literature, irrelevant studies, non-full-text articles, and non-AR/VP-focused research (e.g., standalone virtual reality). Various design approaches were employed, including situated learning, experiential learning, and the ADDEI model. The technical foundations of these studies were diverse, with Unity, UTTIME and PalpSim being commonly used software platforms. It is recommended that future studies thoroughly investigate each of these design framework and the technical requirements of VPAR, examining them in greater detail from various cultural, economic, social, and emotional perspectives. Tackling these problems will be a crucial stride towards enhancing and optimizing education for healthcare professions education.增强现实（Augmented Reality，AR）可让用户通过叠加增强的数字信息观察现实世界，是教育领域极具变革性的工具。虚拟患者（Virtual Patients，VPs）技术则被定义为‘一类用于模拟真实临床场景的专用计算机应用程序’。增强现实与虚拟患者技术可提供交互式、沉浸式的学习体验：前者助力学习者理解复杂概念，后者则能让学习者在临床场景中开展实操练习。本范围综述旨在确立医疗专业教育领域中，基于增强现实的虚拟患者模拟技术的整合性学习设计框架，并明确其相关技术要求。本研究采用范围综述方法，严格遵循PRISMA-ScR检查表与乔安娜·布里格斯研究所（Joanna Briggs Institute，JBI）指南，研究实施时间为2024年9月至10月。本次综述覆盖了6个权威数据库：MEDLINE（PubMed）、Science Direct（爱思唯尔）、Web of Science（科睿唯安）、Cochrane图书馆、ERIC数据库以及Scopus。经全面检索，共获得924篇潜在相关研究。研究采用两阶段筛选流程遴选文献：首先依据预先设定的纳入标准对文献标题与摘要进行初筛，随后对符合条件的文献进行全文评审。针对筛选过程中出现的意见分歧，通过协商达成共识，最终纳入27项研究。纳入的研究均聚焦于医疗教育领域中基于增强现实的虚拟患者技术，研究设计涵盖观察性研究、类实验性研究以及描述性研究。排除标准涵盖灰色文献、不相关研究、非全文文献以及未聚焦于增强现实/虚拟患者技术的研究（例如纯独立虚拟现实技术相关研究）。相关研究采用了多种设计方法，包括情境学习、体验式学习以及ADDEI模型。这些研究的技术基础呈现多样化特征，其中Unity、UTTIME以及PalpSim为常用的软件平台。本综述建议，未来研究应针对上述各类设计框架以及增强现实虚拟患者（Virtual Patient Augmented Reality，VPAR）的技术需求展开深入探究，并从文化、经济、社会以及情感等多维度进行更为细致的分析。解决上述问题将是推动医疗专业教育提质增效的关键一步。