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Immersive virtual reality training: Addressing challenges and unlocking potentials.

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Title: Immersive virtual reality training: Addressing challenges and unlocking potentials.
Authors: Sohlin, Amalie Middelboe1 (AUTHOR) amaliemiddelboe@hotmail.com, Kjærgaard, Jesper1 (AUTHOR), Hoffman, Ida Madeline1 (AUTHOR), Chang, Todd P.2 (AUTHOR), Poulsen, Anja1 (AUTHOR), Lee, Joy Yeonjoo3 (AUTHOR), Gjærde, Line Klingen4 (AUTHOR), Lund, Stine5 (AUTHOR), Paulsen, Lone6 (AUTHOR), Sørensen, Jette Led4,7 (AUTHOR), Overbeck, Gritt8 (AUTHOR)
Source: Medical Education. Nov2025, Vol. 59 Issue 11, p1222-1234. 13p.
Subject Terms: *Qualitative research, *Educational technology, *Simulation methods in education, *Research methodology, *Clinical competence, *Professional employee training, *Learning strategies, Job involvement, Interviewing, Descriptive statistics, Judgment sampling, Psychological safety, Virtual reality, Thematic analysis, Attitudes of medical personnel, Data analysis software
Abstract: Background: Simulation‐based training has significantly improved healthcare professionals' skills and patient outcomes. Immersive virtual reality is gaining attention in this field and offers potential educational benefits. However, little is known about how key stakeholders in simulation‐based training and debriefing receive a complex intervention like immersive virtual reality. This study explores the enablers, barriers and applied debriefing strategies involved in using immersive virtual reality in simulation‐based training. Methods: We purposefully sampled simulation centre directors, course leaders and researchers within debriefing, simulation‐based emergency training and immersive virtual reality. First, they observed and debriefed an online immersive virtual reality‐based emergency training. Then, they participated in an individual semi‐structured interview that was audio recorded and transcribed. We coded and analysed the data based on a reflexive thematic analysis method with a constructionist framing, guided by normalisation process theory as a theoretical lens. All co‐authors informed and validated the identified themes. Results: We conducted 10 individual semi‐structured interviews and generated five main themes on factors that supported or impeded the normalisation of immersive virtual reality for simulation‐based training: understanding, engagement, strategies in action, appraisal and psychological safety. Discussion: Immersive virtual reality contains unique challenges and potential for simulation‐based training. Its strengths and limitations should be carefully considered in relation to learning goals, the target group and context. This study explored the advantages and disadvantages of various immersive virtual reality features in relation to different learning objectives and proposed practical strategies for enhancing learning in immersive virtual reality simulation‐based training. How do simulation leaders see the future of immersive virtual reality for emergency training?  Read this article to discover debriefing strategies & insights to align virtual reality with your learning goals. [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Immersive virtual reality training: Addressing challenges and unlocking potentials.
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  Data: <searchLink fieldCode="AR" term="%22Sohlin%2C+Amalie+Middelboe%22">Sohlin, Amalie Middelboe</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> amaliemiddelboe@hotmail.com</i><br /><searchLink fieldCode="AR" term="%22Kjærgaard%2C+Jesper%22">Kjærgaard, Jesper</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hoffman%2C+Ida+Madeline%22">Hoffman, Ida Madeline</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chang%2C+Todd+P%2E%22">Chang, Todd P.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Poulsen%2C+Anja%22">Poulsen, Anja</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lee%2C+Joy+Yeonjoo%22">Lee, Joy Yeonjoo</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gjærde%2C+Line+Klingen%22">Gjærde, Line Klingen</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lund%2C+Stine%22">Lund, Stine</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Paulsen%2C+Lone%22">Paulsen, Lone</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sørensen%2C+Jette+Led%22">Sørensen, Jette Led</searchLink><relatesTo>4,7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Overbeck%2C+Gritt%22">Overbeck, Gritt</searchLink><relatesTo>8</relatesTo> (AUTHOR)
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  Data: Background: Simulation‐based training has significantly improved healthcare professionals' skills and patient outcomes. Immersive virtual reality is gaining attention in this field and offers potential educational benefits. However, little is known about how key stakeholders in simulation‐based training and debriefing receive a complex intervention like immersive virtual reality. This study explores the enablers, barriers and applied debriefing strategies involved in using immersive virtual reality in simulation‐based training. Methods: We purposefully sampled simulation centre directors, course leaders and researchers within debriefing, simulation‐based emergency training and immersive virtual reality. First, they observed and debriefed an online immersive virtual reality‐based emergency training. Then, they participated in an individual semi‐structured interview that was audio recorded and transcribed. We coded and analysed the data based on a reflexive thematic analysis method with a constructionist framing, guided by normalisation process theory as a theoretical lens. All co‐authors informed and validated the identified themes. Results: We conducted 10 individual semi‐structured interviews and generated five main themes on factors that supported or impeded the normalisation of immersive virtual reality for simulation‐based training: understanding, engagement, strategies in action, appraisal and psychological safety. Discussion: Immersive virtual reality contains unique challenges and potential for simulation‐based training. Its strengths and limitations should be carefully considered in relation to learning goals, the target group and context. This study explored the advantages and disadvantages of various immersive virtual reality features in relation to different learning objectives and proposed practical strategies for enhancing learning in immersive virtual reality simulation‐based training. How do simulation leaders see the future of immersive virtual reality for emergency training?  Read this article to discover debriefing strategies & insights to align virtual reality with your learning goals. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/medu.15748
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