Related Experiment Video
Updated: Jun 30, 2025
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Virtual Reality Experiments with Physiological Measures
Published on: August 29, 2018
12.7K
Teaching empathy: Comparison of a virtual reality experience using head-mounted display versus group streaming
Dana L Villmore1, Elizabeth J Dyer2, Marilyn R Gugliucci3
1Westbrook College of Health Professions, Physician Assistant Program, University of New England, Portland, Maine, USA.
Gerontology & Geriatrics Education
|March 14, 2024
Summary
Virtual reality (VR) training significantly increased empathy in physician assistant (PA) students. Both Head-Mounted Display (HMD) VR and streamed VR modalities effectively enhanced empathy, suggesting accessibility benefits for PA programs.
Area of Science:
- Medical Education
- Virtual Reality in Healthcare
- Empathy Training
Background:
- Empathy is crucial for effective healthcare delivery and patient outcomes.
- Virtual Reality (VR) offers immersive experiences for training healthcare professionals.
- Previous studies indicate VR, particularly Head-Mounted Display (HMD) VR, can enhance empathy.
Purpose of the Study:
- To compare the impact of HMD VR versus streamed VR on empathy levels in physician assistant (PA) students.
- To determine if fully immersive HMD VR leads to a statistically significant increase in empathy compared to a streamed VR modality.
- To assess the feasibility of using streamed VR for empathy development in PA education.
Main Methods:
- A retrospective analysis compared two cohorts of PA students (Class of 2021 using HMD VR, Class of 2022 using streamed VR).
- Both groups experienced the "Alfred Lab" VR simulation, designed to foster empathy by embodying a patient with specific health challenges.
- Pre- and post-intervention surveys measured empathy using identical questionnaires, with quantitative (t-tests, ANOVA) and qualitative (thematic coding) analyses.
Main Results:
- Both the HMD VR and streamed VR groups demonstrated a statistically significant increase in empathy (p < 0.05) from pre- to post-intervention.
- There was no statistically significant difference in empathy enhancement between the HMD VR cohort and the streamed VR cohort.
- Qualitative analysis supported the quantitative findings, indicating empathy development in both modalities.
Conclusions:
- Both HMD VR and streamed VR are effective tools for increasing empathy in PA students.
- Streamed VR presents a viable and accessible alternative for PA programs lacking resources for expensive HMD VR equipment.
- VR technology holds significant potential for improving empathy training in medical education, enhancing bedside manners and healthcare provision.
