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Stepping into the virtual ward: a qualitative study on first-year residents' experiences with VR simulation
Marte Mosling1,2, Julie Horn3,4, Athanasios Xanthoulis5,6
1Department of Clinical and Molecular Medicine, Norwegian University of Science and Technology, NTNU, Trondheim, Norway. martmosl@stud.ntnu.no.
BMC Medical Education
|February 7, 2026
Summary
First-year residents find virtual reality (VR) simulation a safe training tool for emergency medicine. Enhancing VR content and ensuring its clinical relevance can boost resident motivation and improve learning during the crucial transition to postgraduate medical education.
Area of Science:
- Medical Education Technology
- Virtual Reality Simulation
- Postgraduate Medical Training
Background:
- Virtual reality (VR) simulation offers a resource-efficient method for medical education and training.
- Limited research exists on user motivation for VR simulation, especially during the transition from undergraduate to postgraduate medical learning.
- Understanding first-year residents' attitudes towards VR simulation is crucial for optimizing its development and effectiveness.
Purpose of the Study:
- To explore the attitudes and experiences of Norwegian first-year residents using VR simulation technology.
- To identify motivational factors influencing the adoption of VR simulation in postgraduate medical training.
Main Methods:
- A qualitative study involving first-year residents at Levanger Hospital, Norway, from October 2022 to August 2023.
- Data collection through semi-structured focus group discussions and in-depth individual interviews with eleven residents.
- Analysis using reflexive thematic analysis, interpreted through the lens of Self-determination theory.
Main Results:
- Participants viewed VR simulation as a safe and flexible tool for emergency care training.
- Identified barriers included physical and psychological factors affecting VR simulation usage.
- Key factors for effective use were variability in training, adaptation to individual needs, and realistic virtual experiences.
Conclusions:
- Facilitating VR simulation use and tailoring content to residents' needs can enhance motivation.
- The perceived transferability of VR simulation skills to clinical practice is vital for successful implementation.
- Future research should focus on VR simulation's applicability, integration of learning theories, and soft skills training.
