JMIR Publications

ABSTRACT

Background:

Gender-based violence (GBV) is a public health issue affecting one in three women globally. Its impact on women's health is challenging, including physical, mental, and social consequences. Healthcare professionals have a unique opportunity in identifying and supporting GBV victims, but a well-known lack of adequate training.

Objective:

This study aims to develop educational resources using virtual reality scenarios to be used with problem-based and experiential learning approaches for health sciences students to enhance their skills in addressing GBV.

Methods:

A co-creation process was used to develop the educational resources with a qualitative approach. A focus group of six experienced professionals was carried out, in order to identify key learning needs and common GBV cases. Finally, four scenarios were created following four different main topics: pregnancy-related violence, drug addiction, psychological abuse in elderly women, and vicarious violence. These scenarios were recorded in 360º video format and accompanied by learning guides.

Results:

The focus group analysis led to the identification of 18 learning needs across nine categories. The four VR scenarios were designed to cover critical GBV situations, fostering transversal skills as empathic communication, ethical decision-making, and interdisciplinary collaboration. Two didactic methodologies were proposed: a problem-based learning sequence and a single-session experiential learning approach, both orientated towards promoting active involvement and critical thinking.

Conclusions:

The co-creation method and focus group understanding ensured the resources' applicability and reliability. The VR scenarios fulfil the gap between theory and practice, providing an innovative approach to GBV education for health sciences students.