JMIR Publications

ABSTRACT

Background:

Simulation-based training has established itself as integral to clinical education, and innovations incorporating virtual reality (VR) are rapidly gaining traction. VR-simulation has emerged as an alternative in undergraduate education, yet its role in postgraduate paediatric training remains under-explored.

Objective:

This study explored London-based paediatric trainees’ perceptions of VR-simulation as an adjunct for developing skills in recognising and managing critically ill children.

Methods:

An exploratory mixed-methods study was conducted among paediatric trainees across all training levels within the London School of Paediatrics between April and July 2024. Data were collected using a 35-item online questionnaire (Likert-scale, categorical, and open-ended questions) and virtual semi-structured interviews, exploring current training practices, VR-familiarity/experience, and perceived benefits, limitations, and barriers to adoption. Quantitative data were analysed descriptively, internal consistency of key domains assessed using Cronbach’s alpha, and qualitative data were analysed thematically.

Results:

30 trainees participated (16/30, 53% female), with clinical experience ranging across all eight years of training. Clinical experience and simulation training were identified as essential for developing skills in managing paediatric emergencies. Most participants (21/30, 70%) of trainees had no prior VR-exposure in a medical setting, while 5/30 (17%)—mainly junior trainees—had used VR-training and all reported positive experiences. Nevertheless, the majority perceived VR-simulation as potentially beneficial for practising rare scenarios and structured decision-making in paediatric emergencies. Willingness to try VR-simulation if available was high (28/30, 93%). Key barriers to VR-adoption acknowledged among trainees included high costs (24/30, 80%), limited awareness (5/30, 17%), technological infrastructure (15/30, 50%) and insufficient stakeholder support (3/30, 10%), which participants felt could be addressed through taster sessions, faculty advocacy, and early engagement. Internal consistency of attitudinal survey items was good (Cronbach’s α = .80).

Conclusions:

Despite limited exposure, paediatric trainees viewed VR-simulation as a valuable adjunct to existing training, particularly for those in earlier stages of training. The implementation of VR will however, depend on addressing key infrastructural, organisational, and educational barriers. Further multi-centre studies are needed to evaluate the educational impact and feasibility in postgraduate paediatric critical care training programmes.