rds identified, eight studies were eligible. The four randomized controlled trials were assessed as having some concern or a high risk of overall bias. The four non-randomized studies were assessed as having a moderate to serious overall risk of bias. Of the eight included studies, four used a virtual standardized patient design to simulate training situations, two studies used interactive patient scenario training designs, while two studies used a virtual patient game design. The results suggest that VR training interventions can promote knowledge and skills acquisition. Conclusions The findings indicate that VR interventions can effectively train health care personnel to acquire knowledge and skills in the assessment and treatment of mental health disorders. However, study heterogeneity, prevalence of small sample sizes, and many studies with a high or serious risk of bias suggest an uncertain evidence base. Future research on the effectiveness of VR training should include assessment of immersive VR training designs and a focus on more robust studies with larger sample sizes. Trial registration This review was pre-registered in the Open Science Framework register with the ID-number Z8EDK. Supplementary Information The online version contains supplementary material available at 10.1186/s12909-024-05423-0. Keywords: Health care professionals, Health care students, Virtual reality, Training, Mental health, Clinical skills, Systematic review Background A robustly trained health care workforce is pivotal to forging a resilient health care system [ 1 ], and there is an urgent need to develop innovative methods and emerging technologies for health care workforce education [ 2 ]. Virtual reality technology designs for clinical training have emerged as a promising avenue for increasing the competence of health care professionals, reflecting their potential to provide effective training [ 3 ]. Virtual reality (VR) is a dynamic and diverse field, and can be described as a c

<h4>Background</h4>Technology-assisted cognitive interventions are increasingly used for post-stroke cognitive impairment (PSCI), but their comparative effectiveness across modalities remains unclear.<h4>Methods</h4>This systematic review and network meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance. The Population, Intervention, Comparator, Outcome (PICO) framework was used to define the review question. PubMed, EMBASE, Web of Science, and the Cochrane Library were searched from inception to 26 April 2025 for randomized controlled trials (RCTs) in adults with PSCI. Global cognition was assessed using the Montreal Cognitive Assessment (MoCA) and/or the Mini-Mental State Examination (MMSE). We estimated mean differences (MDs) with 95% confidence intervals (CIs) and ranked interventions using the surface under the cumulative ranking curve (SUCRA). Risk of bias was assessed using Risk of Bias 2 (RoB 2).<h4>Results</h4>Fourteen trials (673 participants) were included. For MoCA (9 trials; 535 participants), basic treatment plus conventional cognitive training (CT) plus virtual reality (VR) improved MoCA compared with basic treatment alone (MD = 5.70; 95% CI: 0.12 to 11.27). SUCRA suggested that basic treatment plus computerized cognitive training (CCT) plus repetitive transcranial magnetic stimulation (rTMS) ranked highest for MoCA (84.1%), followed by basic treatment plus conventional CT plus VR (74.8%). For MMSE (8 trials; 265 participants), basic treatment plus rTMS was superior to basic treatment alone (MD = 4.60; 95% CI: 0.45 to 8.75), and basic treatment plus exergaming was also superior to basic treatment alone (MD = 1.47; 95% CI: 0.04 to 2.90). SUCRA ranked basic treatment plus rTMS highest for MMSE (96.3%), followed by basic treatment plus exergaming (76.3%).<h4>Conclusions</h4>Technology-assisted cognitive interventions added to basic treatment may improve global cognitive function after stroke, although the current evidence remains preliminary and varies across modalities. Larger, rigorously designed RCTs are needed to confirm comparative effectiveness and guide optimal implementation in post-stroke rehabilitation.<h4>Systematic review registration</h4>PROSPERO CRD420251066176.

Quality medical training is vital for effective healthcare worldwide. In low- and middle-income countries (LMICs), traditional training methods often face significant challenges, including limited resources, logistical barriers, and difficulties in safely replicating high-risk scenarios for infectious diseases like COVID-19 and Ebola. Additionally, medical training demands high costs, significant time, and specialized supervision, limiting its accessibility. Although virtual reality (VR) offers promising solutions to these problems, most evidence comes from high-income settings, leaving limited guidance on implementation in resource-constrained settings. We developed SomaVR, a low-cost VR platform and implementation framework for medical training in LMICs. Built with Unity3D, 'SomaVR' (soma - Swahili/Luganda for "to learn") integrates 360-degree and interactive virtual environments to create customizable training experiences aligned with specific curricula needs. Beyond the software, the framework provides a structured approach covering hardware selection, software architecture, content development workflows, and strategies for local capacity building. The platform prioritizes cross-platform compatibility, offline functionality, and cost-effective deployment. SomaVR's modular components support both high-end VR systems and low-cost solutions such as smartphone-based. The platform and framework were validated through two independent case studies: 1. COVID-19 infection prevention; and 2. Surgical training. In the surgical training, trainers from a high-income country guided Ugandan learners remotely, illustrating SomaVR's potential for long-distance knowledge exchange. In both cases, cohorts trained using SomaVR consistently outperformed those receiving conventional training, with significant improvements in procedural understanding and user engagement. Our findings also highlight that as VR technology costs decline, frugal approaches such as delivering 360-degree video via smartphone can maintain educational effectiveness in low-resource environments. This paper provides a practical blueprint for developing and implementing sustainable VR medical training platforms in resource-limited settings. By detailing the technical framework, development processes, and implementation strategies of SomaVR, we offer a replicable model for institutions seeking to leverage VR technology for medical education in LMICs.