Adopting Virtual Reality in Medical Education: Insights from Clinical Students and Lecturers in a Nigerian University.

Abstract

Background: The application of virtual reality (VR) in medical education has steadily increased over the years in advanced countries, but its uptake has been low in low- and middle-income countries.

Aim: This study explored the feasibility, acceptability, and appropriateness of VR in clinical training/assessment among Nigerian students of Dentistry, Medicine/Surgery, Nursing, and their clinical lecturers.

Materials and methods: A cross-sectional study was carried out among 237 clinical students and 71 clinical lecturers enrolled in three Health Sciences Programs at a Nigerian university. Their perceptions were assessed using a structured online questionnaire mailed to students and lecturers' platforms.

Results: The age of respondents ranged from 20 to 68 years and were predominantly female gender (56.8%). The majority (91.3%) of respondents judged the model as acceptable, 90.0% acceded to the appropriateness of VR, while 89.3% agreed to its feasibility in medical education. The academic program was significantly associated with acceptability and feasibility of VR for teaching and clinical examination, with dentistry having the highest proportion of ratings across the three domains of outcomes (P < 0.05). Age was significantly associated with the feasibility of VR, with more appeal from younger trainees and trainers (P < 0.05). The medicine/surgery students were less enthusiastic about the appropriateness of VR for teaching and clinical examinations.

Conclusion: The use of VR for training and assessment in undergraduate medical education was rated high in terms of its acceptability, appropriateness, and feasibility (>80%). This innovation was more appealing to younger trainees and trainers.