Virtual reality as a pedagogical approach for critical reflection: a case study on learning about homelessness in health professions education.

Abstract

People experiencing homelessness face persistent and intersecting barriers to care, which translate into limited access to preventive services, overreliance on emergency care, and stigmatization within health systems. Yet, homelessness remains insufficiently addressed in health professions education, contributing to gaps in provider preparedness to deliver care and critically engage with the social and structural forces that shape health and illness. While simulation-based education has been proposed as a promising approach to equity-oriented health professions education, the use of virtual reality in this context remains largely underexplored-specifically its role in teaching the unique challenges of homelessness and facilitating critical reflection. This study investigates the nature of health professions students' critical reflections on homelessness following participation in an immersive virtual reality simulation and a facilitated one-on-one debrief. Using a qualitative collective case study design, we analyzed reflections from 20 master's-level nursing students enrolled in a community health course that incorporated this approach. Five interrelated themes were identified: seeing the person through story, challenging assumptions and stereotypes, gaining insights into vulnerability, accessing health care, and engaging in immersive learning. The findings suggest that virtual reality, when paired with theory-informed debriefing, may support learners in questioning assumptions and reflecting on the personal, interpersonal and structural factors influencing health outcomes. This study offers insights into the potential of virtual reality as a pedagogical tool in equity-oriented health care.Clinical trial registration Not applicable.