Virtual Reality (VR) technology has transitioned from a futuristic concept to a tangible asset with significant implications across various sectors, including medical education. Recently, I had the privilege of speaking with Dr. Sarah Thompson, a leading medical educator and researcher, who shared her expertise on the current state of VR in medical education. Dr. Thompson’s insights are based on an extensive scoping review published in BMC Medical Education, summarizing findings from 69 reviews on VR applications in medical education from 2012 to 2022.
Over the past decade, VR has steadily gained traction in the realm of medical education. Dr. Thompson noted a marked increase in studies and reviews, predominantly originating from high-income countries. This surge underscores the technology’s growing footprint but also highlights a critical gap in representation from low-income countries. Addressing this discrepancy is essential to ensure equitable access to advanced educational tools globally.
One of the primary applications of VR in medical education is in surgical training. Dr. Thompson explained that VR is particularly beneficial for minimally invasive procedures such as laparoscopic and endoscopic surgeries. “The ability to repeat procedures in a safe, controlled environment is a significant advantage,” she said. This repeatability allows practitioners to build routine and confidence without posing any risk to patients. In emergency medicine scenarios where quick decision-making is crucial, VR provides a realistic, risk-free setting for practice, potentially revolutionizing medical preparedness.
Despite its advantages, the integration of VR into medical education presents several challenges. One significant hurdle is achieving realistic haptic feedback and accurate interaction with virtual tissues, which are crucial for surgical training. While VR can effectively simulate manual skills required for surgical disciplines, non-technical skills (NTS) such as teamwork and communication are still underrepresented. The review also indicates that immersive VR, which involves hardware like head-mounted displays (HMDs), is gaining popularity due to its ability to create more realistic training scenarios. However, this form of VR remains underexplored in the literature, pointing to a need for further research.
Another critical aspect Dr. Thompson highlighted is the integration of profound learning theory concepts into VR applications. Currently, there is a lack of standardized guidelines for evaluating and incorporating VR into medical curricula. This gap makes it challenging to measure the effectiveness of VR training and ensure its seamless integration into existing educational frameworks. Dr. Thompson also emphasized the importance of hybrid evaluation feedback, which combines automated feedback from VR systems with expert insights. “Relying solely on automated feedback can lead to lower performance,” she cautioned, underscoring the indispensable human element in evaluation.
The benefits of VR in medical education are numerous. VR offers flexibility, repeatability, and cost-effectiveness, allowing learners to make mistakes and learn without time constraints. This is particularly advantageous for both novice and experienced practitioners. Dr. Thompson pointed out that “VR can enhance training authenticity, develop spatial understanding, and promote soft skills like teamwork.” However, she also acknowledged the challenges, particularly the financial aspects. High-performance hardware and multidisciplinary teams are required for VR development, making it a costly endeavor. Additionally, technical limitations such as accurately representing real-life scenarios and providing realistic feedback pose significant obstacles.
Addressing these challenges requires a multifaceted approach. Dr. Thompson suggested that technological advancements and AI could enhance the realism and variability of training scenarios. She also emphasized the importance of involving end-users, such as students and lecturers, in the development process to ensure successful implementation and higher acceptance of VR solutions. “Careful planning of tutorial sessions and free navigation periods in VR can help mitigate novice-bias,” she added, suggesting that these strategies could shorten learning curves and make VR more accessible to all levels of learners.
Dr. Thompson concluded our discussion by stressing the importance of viewing VR as a complementary tool rather than a standalone solution. “VR should support existing learning programs, filling the gaps left by traditional methods,” she asserted. This balanced approach ensures that VR enhances rather than disrupts established educational practices.
In essence, the integration of VR into medical education holds tremendous potential, offering innovative solutions to traditional challenges. Dr. Thompson’s insights, grounded in a comprehensive review, provide valuable guidance for navigating the complexities of this emerging technology. As VR continues to evolve, its role in shaping the future of medical education appears promising, provided its limitations are addressed and it is thoughtfully integrated into curricula.
