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Objective <p>This study evaluates the effectiveness of a virtual reality (VR)–based empathy training program, augmented with a haptic glove, in fostering cognitive, affective, and compassionate empathy among audiology students for patients with hearing loss (HL) and manual dexterity limitations.</p> Methods <p>Using a mixed-methods design, two immersive VR simulation scenarios were developed to replicate challenges faced by patients with HL and impaired manual dexterity. Students participated in these scenarios while wearing Cambridge simulation gloves to restrict hand movement, simulating physical limitations. Pre- and post-intervention surveys assessed empathy using the Jefferson Scale of Empathy, alongside measures of immersion, usefulness, educational value, and adverse effects. Qualitative feedback provided insights into participants’ reflections.</p> Results <p>Empathy scores significantly improved from pre- to post-intervention (Hedges’ <i>g</i> = 0.50, 95% CI 0.061–0.915; <i>P</i> &lt; .05). High levels of immersion (74–86%), perceived usefulness (87%), and perceived educational value (91–100%) were reported. Qualitative feedback highlighted the training’s ability to engage students in the three key empathy dimensions.</p> Conclusion <p>The VR-based training, integrated with haptic Cambridge simulation gloves, effectively enhanced students’ understanding of patient challenges related to HL and impaired manual dexterity. This innovative approach demonstrates the potential for fostering empathy in audiology education.</p>

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Promoting Empathy in Audiology Education Through Virtual Reality and Tactile Technologies: A Pilot Study for Patient-Centered Care in Individuals with Hearing Loss and Manual Dexterity Limitations

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月24日

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  • Razan Alfakir,
  • Gracyn Holt,
  • Lily Mason,
  • Lily McGuckin,
  • Yinbo Chen,
  • Gary Hawkins,
  • Liza Weisbrod,
  • Aaron Trehub

摘要

Objective

This study evaluates the effectiveness of a virtual reality (VR)–based empathy training program, augmented with a haptic glove, in fostering cognitive, affective, and compassionate empathy among audiology students for patients with hearing loss (HL) and manual dexterity limitations.

Methods

Using a mixed-methods design, two immersive VR simulation scenarios were developed to replicate challenges faced by patients with HL and impaired manual dexterity. Students participated in these scenarios while wearing Cambridge simulation gloves to restrict hand movement, simulating physical limitations. Pre- and post-intervention surveys assessed empathy using the Jefferson Scale of Empathy, alongside measures of immersion, usefulness, educational value, and adverse effects. Qualitative feedback provided insights into participants’ reflections.

Results

Empathy scores significantly improved from pre- to post-intervention (Hedges’ g = 0.50, 95% CI 0.061–0.915; P < .05). High levels of immersion (74–86%), perceived usefulness (87%), and perceived educational value (91–100%) were reported. Qualitative feedback highlighted the training’s ability to engage students in the three key empathy dimensions.

Conclusion

The VR-based training, integrated with haptic Cambridge simulation gloves, effectively enhanced students’ understanding of patient challenges related to HL and impaired manual dexterity. This innovative approach demonstrates the potential for fostering empathy in audiology education.