JMIR Publications

ABSTRACT

Background:

Behavioral health disorders have steadily increased and been exacerbated by the COVID-19 pandemic. Though behavioral health disorders can be successfully mitigated with early implementation of evidence-based parent management strategies, education for pediatric residents on behavioral health anticipatory guidance has been limited to date with training challenges compounded by the physical distancing requirements of COVID-19. Virtual reality (VR) simulations provide an opportunity to train residents on this complex competency by allowing deliberate practice of necessary skills while adhering to current social distancing guidelines.

Objective:

This study explored the usability and utility of a VR-based behavioral health anticipatory guidance (BHAG) curriculum for pediatric residents.

Methods:

This mixed-methods study included fourteen postgraduate third-year pediatric residents who completed the BHAG VR curriculum. Residents completed the MEC Spatial Presence Questionnaire to assess immersion in the virtual environment. Semi-structured interviews were used to elucidate residents’ perspectives on the curriculum’s content and format. The interviews were analyzed using conventional content analysis.

Results:

Quantitatively, residents reported a high degree of immersion, spatial presence, and cognitive involvement. Qualitatively, two themes emerged from the data: 1) the curriculum expands behavioral health anticipatory guidance and motivational interviewing knowledge and skills and 2) VR technology is uniquely positioned to develop competence.

Conclusions:

Pilot data indicates that VR may be an effective tool to teach pediatric residents behavioral health anticipatory guidance meeting a current gap in medical education training. This VR curriculum is particularly relevant in the context of COVID-19 given the increased behavioral health concerns of families. Clinical Trial: n/a