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Virtual reality simulation for facilitating critical reflection and transformative learning: pedagogical, practical,

Niki Soilis1, Farhan Bhanji2, Elizabeth Anne Kinsella3

  • 1Institute of Health Sciences Education, Faculty of Medicine & Health Sciences, McGill University, Montreal, QC, Canada. niki.soilis@mail.mcgill.ca.

Advances in Simulation (London, England)
|December 19, 2024
PubMed
Summary

Virtual Reality (VR) offers a novel way to train health professionals on complex social issues. This technology immerses learners in diverse experiences, promoting critical reflection and transformative learning in health professions education.

Keywords:
DiversityEquityInclusionSimulationSocial issuesVirtual reality

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Area of Science:

  • Health Professions Education
  • Medical Simulation
  • Virtual Reality

Background:

  • Preparing health professionals for complex social issues requires innovative pedagogical approaches.
  • Simulated environments, particularly Virtual Reality (VR), are gaining recognition for bridging academic learning and lived realities.
  • Traditional methods may not fully address the nuances of social injustices in healthcare delivery.

Purpose of the Study:

  • To explore Virtual Reality (VR) as an innovative pedagogical approach in health professions education (HPE).
  • To examine the potential benefits, risks, and ethical considerations of integrating VR into HPE programs.
  • To contribute to the dialogue on maximizing educational benefits and minimizing harms of VR simulation in HPE.

Main Methods:

  • This debate article critically examines existing literature and theoretical frameworks on VR in education.
  • It analyzes the affordances and potential dangers of using VR for social issue learning in HPE.
  • Key pedagogical, practical, and ethical considerations for VR implementation are highlighted.

Main Results:

  • VR offers unique advantages by immersing learners in diverse perspectives and mediated environments.
  • It provides a cost-effective method to expose large student cohorts to complex social issues.
  • VR facilitates critical reflection, dialogue, and transformative learning experiences.

Conclusions:

  • VR simulation is a promising pedagogical tool for addressing social issues in health professions education.
  • Careful consideration of pedagogical, practical, and ethical factors is crucial for effective and responsible VR integration.
  • Establishing conditions to maximize educational benefits while mitigating potential harms is essential for successful VR implementation in HPE.