Measuring the effects and feasibility of virtual reality in developing empathy among medical students in a paediatric setting
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Background: Delivering empathetic care is an integral part of clinical practice and has been shown to directly impact patient outcomes. Virtual reality (VR) technology offers a resource and time-efficient method to enhance empathy skills in medical students by providing a unique insight into patient perspectives. Objective: Our study aims to evaluate the effectiveness and feasibility of incorporating VR technology into a medical student curriculum to improve empathy in a paediatric setting. Methods: Using a virtual-reality headset, participants experienced a short paediatric clinical scenario, depicting a ward round from the viewpoint of a child. The Jefferson Scale of Empathy questionnaire, which measures empathy in physicians, was completed pre- and post-VR experience. Participants also completed an anonymous survey at the conclusion of the session, which included open-ended questions about the VR experience. Results: There was a significant increase in self-reported mean empathy scores post VR experience (p < 0.0001). Qualitative analysis of the open-ended survey questions about the VR experience identified four key themes. These included lack of involvement of the patient (child) in the clinical encounter, minimal introduction and communication with the patient and carer, the overwhelming nature of a clinical consult and the importance of considering a patient’s perspective. Conclusions: VR technology is an effective educational modality to improve self-reported empathy in medical students immediately following the intervention. As VR is resource and time efficient, it has considerable potential to be implemented into existing educational activities for healthcare students and professionals.
Institution: The University of Melbourne
Language: English
Subfield: Psychiatry and Mental health
Field: Medicine
Domain: Health Sciences
Open Access status: diamond
OpenAlex ID: W4411739902