Patient-embodied virtual reality as a learning tool for therapeutic communication skills among anaesthesiologists: A phenomenological study

Abstract

ObjectiveIn medicine, especially in a preoperative setting, training of effective communication skills is challenging, since communication is often implicatively copied from professional environment. This phenomenological study describes the development and experience of two patient-embodied virtual reality experiences designed to be used as an educational tool. MethodTwo patient-embodied VR experiences from a first person patient perspective deployed negative or positive communication styles. The authors investigated the lived learning experiences of these VR tools through semi-structured interviews with ten anaesthesiologists adapting a thematic analysis framework. ResultsInterviews revealed acknowledgement of the importance of good communication skills. Overall, participants learned and adapted their style of communication ‘on the job’. Patient-embodied VR was effective for a full immersive experience as participants expressed to have felt as if they had been a patient. They were able to distinguish differences in communication styles and analysis of the reflection showed a shift in perception, implying effective immersive experimental learning. ConclusionsThis study elaborated the potency of experimental learning with VR in communication in a preoperative setting. Patient-embodied VR can influence beliefs and values and demonstrated effective as an educative tool. Practical implicationsThe findings of this study can contribute to further research and healthcare education programs avid to use immersive learning with VR.