JMIR Publications

ABSTRACT

Background:

Beyond its applications in other settings, virtual reality (VR) technology has gained attention in healthcare education, offering immersive learning experiences. Previous research has demonstrated its potential as an educational tool in healthcare settings, highlighting enhanced educational outcomes, skill acquisition and retention, standardised training experiences, and the promotion of active learning. However, there is still a dearth of research exploring various aspects of VR user experiences, with most studies focusing on its effect on skill acquisition. Limited qualitative research further hinders an in-depth understanding of user experiences, restricting a comprehensive overview of VR's potential in healthcare settings.

Objective:

The current study explored subjective experiences with VR simulation training and its perceived benefits and challenges among medical students in the United Kingdom, using the five domains of the Immersive Technology Evaluation Measure (ITEM).

Methods:

10-15-minute in-person interviews were conducted in July 2024 with 11 medical students who had completed the immersive VR training consisting of the assessment and treatment of a virtual patient. Guided by the five domains of the ITEM as preconceived themes, a deductive thematic analysis was used to explore individual experiences with the training, embedded within narrative responses.

Results:

The main themes align with five domains of the ITEM, which are immersion, intrinsic motivation, cognitive load, system usability, and debriefing. Participants valued debriefing sessions as an opportunity for reflection. The training was also perceived to motivate and build confidence in participants. The provision of low-stakes immersive experiences was appreciated, with the training successfully replicating real-life clinical experiences and providing realistic clinical settings. However, challenges related to cognitive load included physical effects, diffusion of focus, and the necessity for preparatory materials and guidance ware highlighted. Similarly, limitations in system usability were noted, particularly concerning accessibility, technological constraints, and variability in the simulation.

Conclusions:

The current qualitative study highlights the potential of VR training in medical education, emphasising its benefits in immersion, motivation, and debriefing. However, challenges in realism, cognitive load, and system usability were also identified. These findings provide crucial insights for effectively integrating VR into healthcare education.