ArticleJMIR medical education2026
Development of Therapeutic Competencies in Health Care Students: Qualitative Focus Group Study Using 360-Degree Video and Virtual Reality Technology.
Article in JMIR medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundTherapeutic competence is a critical skill for health care professionals, encompassing communication, interaction, and guidance in vulnerable situations. Virtual reality (VR) and 360-degree video technologies have emerged as innovative tools in health care education, offering immersive and interactive learning experiences. However, there is limited research on their effectiveness in developing therapeutic competencies among health care students.
objectiveThis pilot study aimed to explore the feasibility, usability, and perceived educational value of a virtual learning resource using VR and 360-degree video to enhance therapeutic competence in health care students.
methodsA virtual learning resource was developed, consisting of three modules: (1) a virtual home visit, (2) observation of therapeutic conversations using a 360-degree video, and (3) practice of therapeutic conversations in a simulated environment using VR. The resource was tested with students (n=12) from occupational therapy, psychology, and dentistry programs. Data were collected through focus group interviews after the students completed the modules. Thematic analysis was conducted to identify key themes related to the educational value and learning outcomes of the resource.
resultsThe analysis revealed four key themes: (1) active exploration, where students engaged deeply with the material and contextualized theoretical knowledge; (2) observation, which provided practical insights into therapeutic conversations; (3) practice and reflection, which allowed students to refine their skills and build confidence; and (4) translation of theoretical knowledge into practical skills. Students reported that the resource was engaging, immersive, and effective in promoting learning compared to traditional teaching methods. Some students found the VR experience intense but valuable for skill development.
conclusionsThis pilot study demonstrates the feasibility and potential educational value of integrating VR and 360-degree video into health care education. The findings provide preliminary insights into the resource's ability to enhance therapeutic competence and student engagement. Future research should focus on larger, multi-institutional studies to validate these findings and assess the resource's impact on measurable learning outcomes.
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