Virtual Reality for Developing Patient-facing Communication Skills in a Medical Science Graduate Education Course: A
Kyla Gaeul Lee1,2, Maryam Sorkhou1,3, Nicole Harnett1,4,5
1Institute of Medical Science, University of Toronto, Temerty Faculty of Medicine, Toronto, C. David Naylor Building 6 Queen's Park Crescent, Suite 119, M5S 3H2 Canada.
None:
Communication skills are essential for patient-centered clinical research, yet traditional teaching methods offer limited opportunities for trainees to strengthen this competency. This study evaluates the impact of virtual reality (VR) modules on enhancing communication skills among graduate research trainees in medical science. A mixed-methods pre-post design was used to triangulate quantitative and qualitative data. Pre- and post-course scores for readiness and knowledge (Winter: n = 11, Fall: n = 29) were analyzed using a paired sample t-test. Qualitative data were collected during a class debriefing. Our quantitative findings revealed significant improvements in post-course scores for both knowledge (p < .001) and readiness for clinical integration (p < .05) compared to pre-course scores. Qualitatively, students described the modules as realistic, immersive, and engaging. However, they faced challenges in distinguishing their roles as researchers versus clinicians and in addressing cultural nuances during informed consent. VR-based learning improved students' confidence and preparedness for real-world clinical research. Findings suggest the need for comprehensive education on informed consent and a stronger focus on ethical communication and culturally safe research practices. The modules also encouraged deep self-reflection, prompting students to confront their biases and their impact on participant inclusion.
Supplementary Information:
The online version contains supplementary material available at 10.1007/s40670-025-02604-4.
