Want doctors to use VR simulation? Make it mandatory, accessible, educationally valuable, and enjoyable!

Area of Science:

• Medical Education
• Health Professions Education
• Virtual Reality in Healthcare

Background:

• Virtual reality (VR) simulation training is mandatory for early postgraduate doctors.
• Previous studies show suboptimal uptake of mandatory VR simulation.
• Understanding factors influencing VR utilization is key to maximizing its educational impact.

Purpose of the Study:

• To explore postgraduate doctors' utilization of virtual reality simulation.
• To identify barriers and facilitators to virtual reality simulation participation.
• To inform strategies for enhancing virtual reality simulation engagement in medical training.

Main Methods:

• Qualitative study design utilizing semi-structured interviews.
• 17 postgraduate year 1-2 doctors participated.
• Reflexive thematic analysis was conducted to identify key themes.

Main Results:

• Mandatory training led to perceptions of a 'tick-box' exercise.
• Significant challenges were reported in accessing VR resources.
• Participants felt scenarios lacked sufficient educational value and complexity.
• VR was seen as having untapped potential as an enjoyable leisure activity.

Conclusions:

• Recommendations include mandatory VR with learner autonomy and protected time.
• Developing more challenging, curriculum-aligned scenarios is essential.
• Implementing gamified difficulty levels could enhance engagement.
• Optimizing VR simulation requires addressing access, perceived value, and integration into training.