JMIR Publications

ABSTRACT

Background:

Students pursuing health professional education, are preparing for professions where they will interact with people in vulnerable life situations. Therefore, it is crucial that these students develop knowledge and skills in interaction, communication, and guidance during their education. In the context of health professions, this can be described as developing therapeutic competencies. Utilizing virtual learning environments, 360-degree video, and VR technology, the resource allows students to explore, observe, and practice therapeutic conversations in a safe setting.

Objective:

This study explores the use of a virtual learning resource in the development of therapeutic competence among students training to become health care professionals.

Methods:

The study was set up using an approach inspired by action research, in the sense that researchers have been closely involved in the development and testing process. An important prerequisite was to facilitate systematic development and improvement based on students' experiences with using the learning resource. The testing of the learning resource was conducted with two different test groups, recruited from study program leaders at a faculty of health science. A total of twelve students participated. The students were interviewed in focus groups.

Results:

The results indicated that students experienced increased engagement and learning outcomes compared to traditional teaching methods. They reported that the interactive approach provided a deeper understanding of complex topics, such as legislative frameworks and therapeutic practice, and that the resource promoted the development of practical skills.

Conclusions:

The study concludes that VR technology can be valuable in healthcare education, helping to prepare students for challenges in professional practice.