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.Evaluation 2, an analysis was made regarding how the difference in viewing devices may impact students’ awareness and understanding of IPC based on the self-administered questionnaire survey conducted after the lecture. Evaluation 2 involved three groups—the PC, Classroom screen, and VR groups.

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.