Metaverse-based objective structured clinical examinations: an exploratory approach to advancing clinical competency assessment
10.3946/kjme.2025.151
- Author:
Yeon-Ju HUH
;
Joon Sung SHIN
;
Narae YOON
;
Ju Whi KIM
;
Do Hoon KIM
;
Chanwoong KIM
;
Seoi JEONG
;
Yejin YOON
;
Soyeon SHIN
;
Hyoun-Joong KONG
;
Sun Jung MYUNG
- Publication Type:Original Research
- From:Korean Journal of Medical Education
2026;38(2):139-148
- CountryRepublic of Korea
- Language:English
-
Abstract:
Purpose:This developmental study explored the conceptual feasibility and applicability of a metaverse-based clinical assessment platform as a complementary tool to conventional objective structured clinical examinations in undergraduate medical education.
Methods:A targeted literature review and expert consensus process were conducted to identify domains of clinical competence in which metaverse technologies could provide added value. Based on these findings, prototype virtual patient simulations were developed within a metaverse environment. Large language models (LLMs) were integrated to support dynamic, interactive history-taking simulations, and pilot modules for physical examination were also created.
Results:Integration of LLMs into virtual patient scenarios enabled realistic, context-sensitive medical interviews, facilitating interactive dialogue between examinees and simulated patients. In contrast, physical examination modules faced technical limitations, particularly in replicating procedures requiring tactile or haptic feedback, such as palpation and percussion. Nevertheless, the metaverse environment enabled delivery of consistent and reproducible scenarios, supporting objective assessment of communication and diagnostic reasoning skills.
Conclusion:Metaverse-based simulations augmented by LLMs offer a promising approach to scalable and standardized clinical assessment, particularly within cognitive and interpersonal competency domains. Although current technological constraints limit the fidelity of physical examination simulations, rapid advancements in immersive and haptic technologies may help overcome these barriers in the near future. Further research is needed to evaluate the educational efficacy, validity, and feasibility of deploying such platforms in summative, high-stakes assessment contexts.
