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Teaching experience with immersive virtual reality using the "VR-Triage" tool.

Noelia García-Aracil1, Mª Elena Castejón-de la Encina2, Rosario López-Picazo3

  • 1Profesora Asociada de la Universidad de Alicante, Enfermera del Servicio de Emergencias Sanitarias Comunidad Valenciana (SESCV), Spain.

International Journal of Medical Informatics
|September 10, 2025
PubMed
Summary
This summary is machine-generated.

Instructors found the VR-Triage immersive virtual reality tool highly effective for health sciences education. This simulation tool is technically sound, valuable for learning, and user-friendly, enhancing disaster preparedness training.

Keywords:
EmergencyImmersive virtual realityLearningMaster’sTriage

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Area of Science:

  • Health Sciences Education
  • Medical Simulation
  • Virtual Reality Technology

Background:

  • Immersive Virtual Reality (IVR) is increasingly utilized in health sciences education for simulating high-risk scenarios like mass casualty incidents.
  • Existing research primarily focuses on student outcomes, leaving instructor perceptions of IVR tools underexplored.

Purpose of the Study:

  • To evaluate instructor perceptions of the "VR-Triage" immersive simulation tool.
  • Assessed ease of use, educational value, and technical quality within a disaster and mass casualty incident course.

Main Methods:

  • A cross-sectional descriptive study was conducted during the 2021-2022 academic year.
  • Twenty experienced clinical emergency care and academic teaching instructors participated.
  • A validated questionnaire assessed technical quality, pedagogical value, ease of use, integration potential, and areas for improvement.

Main Results:

  • Instructors reported high satisfaction with the VR-Triage tool, with mean scores of 9.65/10 for both technical and pedagogical quality.
  • The tool was rated highly for ease of use, engagement, knowledge application, and conceptual understanding.
  • Senior instructors reported more favorable perceptions, with statistically significant differences across age groups and academic rank (p < 0.00001).

Conclusions:

  • Instructors perceive "VR-Triage" as a technically robust, educationally valuable, and user-friendly simulation tool.
  • Instructor feedback is crucial for aligning educational goals and supporting evidence-based integration of IVR in health curricula.
  • The findings underscore the importance of considering instructor perspectives in the adoption of new educational technologies.