Development and Evaluation of Virtual Reality Simulation-Based Interprofessional Education among Medical Students from Japan: An Observational Study. Evaluation 1, results were compared using the self-administered questionnaire surveys conducted before and after the lectures.

The evolution of team-based medical care necessitates effective interprofessional collaboration (IPC). However, implementing IPC without proper interprofessional education poses challenges. Using virtual reality (VR), which is being explored as a tool for multidisciplinary learning, this study integrates collaborative scenario simulations into demonstration lectures across six medical and welfare training departments in a Japanese training institution for healthcare professionals. Uniform content is delivered, assessing students’ IPC awareness before and after the lectures. This enables the exploration of the impact of three different viewing devices—VR, personal computers (PC) and classroom screens—on educational outcomes. Significant post-lecture improvement was observed in all questionnaire items. When comparing viewing devices, the VR group outperformed the PC group in terms of “problem-solving skills” and “respectful attitude.” The limited availability of VR-based IPC educational materials in Japan highlights VR’s effectiveness in fostering collaboration.

团队式医疗照护模式的演进，亟需有效的跨专业协作（interprofessional collaboration, IPC）。然而，未开展适配性跨专业教育便推行跨专业协作，往往会面临诸多挑战。本研究将作为多学科学习探索工具的虚拟现实（virtual reality, VR）技术与协作场景模拟相结合，应用于日本某医疗专业人才培训机构下辖六个医疗与福利培训部门的示范教学课程中。本次教学内容保持统一，并评估学员在授课前后的跨专业协作认知水平。借此得以探究三种不同观看设备——虚拟现实设备、个人计算机（personal computers, PC）与课堂大屏——对教育成果的影响。所有问卷条目均显示，授课后学员表现出现显著提升。对比不同观看设备的表现时，虚拟现实设备组在"问题解决能力"与"尊重他人态度"两项指标上均优于个人计算机组。当前日本境内基于虚拟现实技术的跨专业协作教育材料仍较为匮乏，这一现状亦凸显了虚拟现实技术在促进协作方面的实际成效。