| Abstract [eng] |
Relevance of the Topic and Scientific Level of Investigation: Extended reality, particularly Virtual Reality, is becoming increasingly important in medical education as it provides an immersive learning environment that enhances both procedural and non-technical skills. Although Virtual Reality is widely applied in the training of technical competencies, its role in developing Emotional Competence and medical history-taking skills remains insufficiently explored. Existing studies are often limited by small sample sizes, short evaluation periods, and non-standardized methodologies. In addition, there is a lack of comparative analysis of different Virtual Reality approaches and their impact on competency development. This study analyses two Virtual Reality–based projects in medical and nursing education in order to better understand their benefits for holistic learning and patient care. The study was approved by the ethics committee. Aim and Objectives: The aim of this thesis is to evaluate the effectiveness of two Virtual Reality training programs for medical and nursing students regarding user experience, learning outcomes, and pedagogical impact. Objectives: students. 1. To analyse how Virtual Reality-based training supports emotional competence in nursing 2. To evaluate the effectiveness of Virtual Reality in improving anamnesis skills in medical students. 3. 4. To compare learning experiences, benefits, and challenges of both Virtual Reality approaches. To identify key success factors and limitations of Virtual Reality implementation in medical education. Subject and Object of the Study: The subject of the study is Virtual Reality in medical education. The objects of the study are two virtual reality programs applied in different medical training contexts. Materials and Methods: A qualitative research design was applied. Data were collected through semi-structured interviews with eight participants involved in the development or implementation of one of the analysed projects. All participants had at least one year of experience using Virtual Reality in medical education. Since no suitable validated instruments were available for assessing Emotional Competence and anamnesis skills, an individual interview questionnaire was developed. The data were analysed using thematic analysis and qualitative data analysis software. Main Results: The study results demonstrated that virtual reality provides an immersive and flexible learning environment that supports the development of history-taking and Emotional Competence. The main advantages included the possibility of repeated practice, high student engagement, and structured feedback. Limitations included technical barriers, high costs, and physical side effects. Student feedback was predominantly positive, and experts emphasized that virtual reality increases 7 learners’ self-confidence; however, it is most effective when combined with traditional teaching methods. Future developments are expected to involve broader integration of extended reality and artificial intelligence into medical education. Conclusion: Virtual Reality is a promising supplementary tool in medical and nursing education. Both analysed projects demonstrated its potential to improve history-taking skills, Emotional Competence, student engagement, and self-confidence. However, successful implementation requires technical infrastructure, institutional support, and integration into study programs. Virtual Reality should complement traditional teaching by providing experiential learning opportunities. |
