Using Rapid Design Thinking to Develop Virtual Reality Simulations for Managing Psychiatric Emergencies.

Abstract

The COVID-19 pandemic originally necessitated a shift to virtual learning in psychiatric medical education, accelerating the opportunities to enhance medical training with innovative technologies like virtual reality. Virtual reality (VR) simulation enhances education by providing engaging and safe experiential learning opportunities, aiming to bridge the gap between theory and practice. The established framework of rapid design thinking has been used to guide medical innovations during the COVID-19 pandemic, and can continue to support the highly complex and resource intensive nature of VR design and development ongoing. This paper operationalizes a three-step rapid design thinking framework into a stepwise methodology for developing immersive and non-immersive VR simulations for psychiatric education. Key lessons include the importance of early and creative stakeholder engagement, clear terms of reference, rigorous vendor selection using a tailored vendor assessment matrix, utilizing free digital tools for collaboration, emphasizing diversity, equity and inclusion principles and iterative user testing to ensure usability and effectiveness. This study offers a practical guide for educators integrating VR into psychiatric training, demonstrating the value of rapid design thinking in developing and implementing learner-centered solutions swiftly. Future research should explore VR's accessibility for individuals with disabilities and its long-term cost-effectiveness compared to traditional training methods.