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Use of virtual reality simulation in preparation for practical training in healthcare education - a mixed method
Nina Skjaeret-Maroni1, Siri Merete Braendvik2,3, Ida Juberg2,3
1Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Science, Norwegian University of Science and Technology (NTNU), Trondheim, 7030, Norway. nina.skjaret.maroni@ntnu.no.
Introduction:
Simulation-based education promotes active learning and reflective practice in healthcare education. With the advancement of immersive technologies, virtual reality (VR) enables simulation of complex clinical interactions in a safe and engaging environment.
Purpose:
This study explored the experiences and perceptions of students and educators regarding the use of VR-based dialogue simulations as preparation for practical training in physiotherapy and occupational therapy education.
Methods:
A concurrent mixed-methods design was applied. Ninety-three second-year bachelor students participated in two short VR scenarios simulating communication with a child with cerebral palsy and her father. Data was collected through a post-simulation questionnaire for the students (n = 49) and a focus group interview with five educators. Questionnaires were analyzed descriptively, while reflexive thematic analysis was employed on the interviews.
Results:
Students described VR simulation as a valuable and safe learning experience. They highlighted the importance of observing peers, engaging in structured reflection, and receiving feedback. The VR component contributed by providing brief but immersive encounters with the child and parent avatars, which enriched the subsequent reflections. Educators emphasized that the simulations triggered emotional engagement and promoted deep learning, particularly during the debriefing phase. Both explicit learning outcomes (e.g., practicing open-ended questions) and implicit outcomes (e.g., increased confidence, emotional resilience) were identified. Technical support and a structured pedagogical model were essential for successful implementation.
Conclusion:
VR-based simulations represent a promising pedagogical approach for developing communication skills in healthcare education. Their effectiveness depends on constructive alignment of learning objectives, structured facilitation, and reliable technical support. Future research should examine long-term skill transfer and optimize VR design for complex interpersonal interactions.