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<p>Communication skills are essential for patient-centered clinical research, yet traditional teaching methods offer limited opportunities for trainees to strengthen this competency. This study evaluates the impact of virtual reality (VR) modules on enhancing communication skills among graduate research trainees in medical science. A mixed-methods pre-post design was used to triangulate quantitative and qualitative data. Pre- and post-course scores for readiness and knowledge (Winter: <i>n</i> = 11, Fall: <i>n</i> = 29) were analyzed using a paired sample t-test. Qualitative data were collected during a class debriefing. Our quantitative findings revealed significant improvements in post-course scores for both knowledge (<i>p</i> &lt; .001) and readiness for clinical integration (<i>p</i> &lt; .05) compared to pre-course scores. Qualitatively, students described the modules as realistic, immersive, and engaging. However, they faced challenges in distinguishing their roles as researchers versus clinicians and in addressing cultural nuances during informed consent. VR-based learning improved students’ confidence and preparedness for real-world clinical research. Findings suggest the need for comprehensive education on informed consent and a stronger focus on ethical communication and culturally safe research practices. The modules also encouraged deep self-reflection, prompting students to confront their biases and their impact on participant inclusion.</p>

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Virtual Reality for Developing Patient-facing Communication Skills in a Medical Science Graduate Education Course: A Mixed-Methods Pre-Post Study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月29日

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  • Kyla Gaeul Lee,
  • Maryam Sorkhou,
  • Nicole Harnett,
  • Sobiga Vyravanathan,
  • Theodore J. Brown,
  • Evan Tannenbaum,
  • Nairy Khodabakhshian

摘要

Communication skills are essential for patient-centered clinical research, yet traditional teaching methods offer limited opportunities for trainees to strengthen this competency. This study evaluates the impact of virtual reality (VR) modules on enhancing communication skills among graduate research trainees in medical science. A mixed-methods pre-post design was used to triangulate quantitative and qualitative data. Pre- and post-course scores for readiness and knowledge (Winter: n = 11, Fall: n = 29) were analyzed using a paired sample t-test. Qualitative data were collected during a class debriefing. Our quantitative findings revealed significant improvements in post-course scores for both knowledge (p < .001) and readiness for clinical integration (p < .05) compared to pre-course scores. Qualitatively, students described the modules as realistic, immersive, and engaging. However, they faced challenges in distinguishing their roles as researchers versus clinicians and in addressing cultural nuances during informed consent. VR-based learning improved students’ confidence and preparedness for real-world clinical research. Findings suggest the need for comprehensive education on informed consent and a stronger focus on ethical communication and culturally safe research practices. The modules also encouraged deep self-reflection, prompting students to confront their biases and their impact on participant inclusion.