Acquisition of clinical competence through virtual reality in health science education: evaluating the user computer interface and student perceptions

Dataset of : Abstract:Introduction: While scientific evidence clearly demonstrates that virtual reality is effective for clinical learning, its technology acceptance and formal curricular integration remain unclear. To ensure successful implementation, this study examines health science students' experiences with virtual reality, evaluating technology acceptance, presence, cybersickness, and educational value to guide effective pedagogical design. Methods: This mixed-methods descriptive study involved 60 undergraduate health science students viewing a 6-minute, 17-second, 4K, 360-degree video depicting a Mini-Mental State Examination from an evaluator’s first-person perspective, using Oculus Quest 2 headsets. Participants completed adapted versions of the Technology Acceptance Model 3, the Presence Questionnaire and the Simulator Sickness Questionnaire, as well as providing open-ended qualitative feedback. Quantitative data were analysed descriptively and qualitative data underwent content analysis. Results: The quantitative results revealed high technology acceptance, with strong scores in perceived usefulness and educational enjoyment. Students reported a strong sense of presence, particularly with regard to involvement and sensory fidelity, and experienced negligible cybersickness across all domains. Qualitative themes reinforced these findings, showing that the tool provides realistic, highly motivating and safe contextualised training. Conclusion: 360-degree VR video is a scalable, low-cost and accepted pedagogical tool that enhances contextual clinical learning. By delivering strong environmental realism with minimal physical discomfort, it enables clinical teachers to provide students with an alternative method of safe preparatory practice, thereby boosting their confidence before real patient encounters.