| Abstract [eng] |
Virtual reality technologies are increasingly being used in medical education as innovative and immersive learning tools that enable the development of clinical competencies in a safe environment. In emergency medicine, this technology is particularly promising due to its ability to simulate complex and high-stress clinical situations that are difficult to reproduce using traditional teaching methods. Despite the growing availability of these technologies, there remains a lack of research examining healthcare students’ perceptions of virtual reality as a learning method, its perceived educational value, and its applicability in emergency and polytrauma management training. The aim of this study was to evaluate the use of virtual reality simulation as a learning tool for healthcare students in order to develop practical skills in polytrauma management. The objectives of the study were: - to review the literature on the application of virtual reality simulations in medical education, including their advantages, limitations, and the constraints of traditional teaching methods; - to examine the application of virtual reality simulations as a training tool for healthcare students in developing competencies required for polytrauma management; - to assess students’ experiences and attitudes toward this technology by analyzing survey data related to engagement, usability, and perceived learning benefits. A quantitative descriptive cross-sectional study was conducted. Data were collected following participation in a simulation designed for polytrauma management using an anonymous structured questionnaire. The study included 31 respondents. Data analysis was performed using Jamovi statistical software, applying descriptive statistics, examining relationships between variables, and conducting thematic analysis of open-ended responses. The results showed that students evaluated virtual reality simulations positively and perceived them as a useful learning tool. Participants particularly highlighted the development of clinical reasoning, decision-making, and prioritization skills, as well as increased engagement and a safe environment for learning through trial and error when compared to traditional teaching methods. Technical challenges, limited tactile feedback, lack of teamwork opportunities, and physical discomfort were identified as the main limitations of the virtual reality simulation. In conclusion, virtual reality simulations represent a promising supplementary educational tool for polytrauma management training, especially for the development of cognitive competencies. However, at present, this technology cannot replace traditional practical training methods and should be integrated alongside existing educational approaches. |
