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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.

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|April 6, 2026
PubMed
Summary
This summary is machine-generated.

Virtual reality (VR) modules significantly improved medical research trainees' knowledge and readiness for clinical research. While engaging, the VR training highlighted needs for better instruction on informed consent and cultural sensitivity in research communication.

Keywords:
CommunicationCultural safetyMedical educationPatient-facingVirtual reality

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Area of Science:

  • Medical Education
  • Clinical Research
  • Virtual Reality Applications

Background:

  • Effective communication skills are crucial for patient-centered clinical research.
  • Traditional teaching methods provide limited opportunities for trainees to develop these essential skills.
  • Virtual reality (VR) offers a novel approach to immersive learning experiences.

Purpose of the Study:

  • To evaluate the impact of VR modules on enhancing communication skills among graduate research trainees in medical science.
  • To assess improvements in knowledge and readiness for clinical integration post-VR module completion.

Main Methods:

  • A mixed-methods pre-post design was employed, integrating quantitative and qualitative data.
  • Quantitative data involved paired sample t-tests on pre- and post-course scores for knowledge and readiness.
  • Qualitative data were gathered through class debriefings to capture student experiences and challenges.

Main Results:

  • Significant improvements were observed in post-course knowledge (p < .001) and readiness for clinical integration (p < .05) compared to pre-course scores.
  • Qualitative feedback indicated VR modules were realistic, immersive, and engaging.
  • Trainees identified challenges in differentiating researcher/clinician roles and addressing cultural nuances in informed consent.

Conclusions:

  • VR-based learning enhances trainee confidence and preparedness for real-world clinical research communication.
  • There is a need for comprehensive education on informed consent, ethical communication, and culturally safe research practices.
  • VR modules promote self-reflection on biases and their impact on participant inclusion.