Development of guiding principles for the use of Virtual Reality (VR) to support teaching and learning for health professions students

Abstract

There has been a surge of interest in the use of technology in education, especially following the COVID-19 pandemic. Virtual reality (VR) is one of the technologies that has become prominent. However, it is uncertain how VR could be used or be useful in Health Professions Education (HPE). And, therefore, this study focuses on undergraduate HPE and the use and application of VR. For VR to be effectively utilised in HPE, a series of events must occur to ensure its success. This includes the acceptance of VR not only by the institution but also by both lecturers (educators) and students. It is also essential to review whether VR is a ‘good fit’ in the HPE curriculum, and if so, where it will most likely be integrated. Like with any technology, there are pros and cons. In this case, VR has side effects, such as cybersickness, particularly with prolonged use, as well as an initial cost. However, these are technical aspects; more importantly, it is the structure of VR and how it can be utilised as an educational tool to benefit learning and teaching. When considering a tool for learning and teaching, educational pedagogy is essential, as it determines effective learning, engagement, learning style, and structured learning. VR is a tool that can support many types of learning, depending on how it is used. This study aims to develop a set of design principles that can guide the integration of VR learning environments in health professions education. This study was carried out at the University of the Western Cape (UWC), Faculty of Community and Health Sciences (FCHS). This research used Design-Based Research (DBR) as the overarching research methodology. DBR is well-suited to the study, as it is commonly used in learning science and emphasises a collaborative, participatory approach to educational inquiry. The basic process of DBR involves developing solutions or interventions to problems. DBR consists of six phases: (1) Problem Identification and Analysis, (2) Development of Initial Solution, (3) Iterative Cycles of Testing and Refinement, (4) Reflection and Consolidation, (5) Documentation and Reflection and (6) Generalisation and Theory Development. Ethical clearance and permission to continue with the study were obtained from the Humanities and Social Sciences Research Ethics Committee (HSSREC), Ethics number: HS22/6/55, at the University of the Western Cape.