Changing attitudes in professional learners post-pandemic: Can virtual reality be a potential solution?

Introduction Whilst virtual reality simulation (VRS) has been established in the teaching of anatomy and technical procedures, its use within acute medicine remains relatively unexplored. Furthermore, whilst VRS has been shown to have a role in improving assessment outcomes, its impact on real-life clinical practice is unknown. This pilot study investigated VRS in the teaching of acute medical topics and explored the transferability of learning from the VRS sphere into real-world clinical practice. Methods Learners partook in a series of small-group, VRS teaching sessions on acute medical scenarios, using Oxford Medical Simulation software on Oculus Quest headsets. We conducted semi-structured interviews with the learners at baseline (week 0) and at follow-up (week 12) to explore a range of issues relating to transferability and quality of learning, the debrief and barriers to engagement. The interviews were recorded, transcribed and analysed to highlight common themes and concepts. Results Participants transferred multiple facets of learning from the VRS sphere in to real-life clinical practice. Additionally, VRS was considered psychologically safe and encouraged independent practice, whilst the debrief was universally held as invaluable in facilitating reflective learning. There were negligible troubleshooting issues with the VRS system and barriers to attendance were secondary to pressures common to all modalities. Discussion Our study is the first to show a clear role for VRS in the teaching of acute medicine and, more broadly, demonstrates how learning is potentially transferable to real-life clinical practice. Furthermore, we explore the relationships between VRS and high-fidelity simulation and propose ways in which VRS might be best employed as part of postgraduate medical training.