| Intern |
| Advantages of the education program |
“It provided a realistic and authentic experience closely resembling what to do in actual clinical situations, such as when a patient’s condition changes suddenly.” (VRa and HFSb) “I was really panicked, and it felt like a real situation because the alarms were going off and I felt like I was the only one there.” (VR and HFS) “The detailed and realistic depiction of clinical changes, such as pallor as oxygen saturation changes, were immersive.” (VR) “It was helpful to learn step by step on what to check and do first in an emergency situation.” (VR) “Interactions were only created for the items that needed to be checked, and having this option made learning the procedure fast and efficient.” (VR) “I could repeat the learning as many times as I needed.” (VR) “We were able to learn at our own pace." (VR) “With no fixed answers, the learning felt more like real situations and allowed for greater freedom.” (HFS) “I found the interactive approach to be more helpful than the lectures.” (HFS) “Being able to train with real equipment allowed for experiential learning.” (HFS)
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| Limitations and areas for improvement |
“Because the simulations lacked realistic manipulation, I think additional training with real equipment is necessary.” (VR) “The preset choices limited interaction and reduced the flexibility of the learning process.” (VR) “The system’s responsiveness was a bit low, making it difficult to perform certain tasks.” (VR) “My HMDc device malfunctions caused inconvenience.” (VR) “I think mannequins are limited in their capability to fully depict detailed scenarios.” (HFS) “The high cost and limited availability of equipment made it hard to access when needed.” (HFS) “I couldn’t progress at my own pace during the training.” (HFS) “Not all interns were able to participate directly, so it would be great if there were more opportunities for them to freely join and experience the training. To achieve this, the tutor should minimize direct involvement and focus primarily on a supervising role.” (HFS) “Scenarios with various approaches, where the participant’s actions determine the patient’s recovery, are necessary.” (VR and HFS)
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| The usefulness of the education program in real clinical situations |
<One month after the training> “In real situations where a patient’s oxygen saturation was dropping, I knew what to check and was able to assess the critical factors quickly.” (VR and HFS) “I developed the habit of checking the oxygen tank before patient transport.” (HFS) “While transporting a patient, the patient’s oxygen saturation suddenly dropped, and instead of blindly calling for CPRd, I was able to determine that the oxygen tank had run out of oxygen and resolve it by transporting the patient directly to the nearest ward.” (VR) “I felt more confident and less anxious in real situations.” (VR and HFS)
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<Five months after the training> “While transporting a patient with a ventilator, the ventilator alarm kept going off, and when I checked the patient’s condition and the line connection, I found that the ventilator’s line was connected incorrectly, so I fixed the misconnection, and the problem was resolved.” (VR) “When the patient’s oxygen saturation suddenly dropped, a basic check of the line connections and oxygen levels showed no abnormalities, leading me to believe it was an exacerbation of the patient’s underlying condition, and I was able to take action to improve the patient’s condition, first by maximizing the oxygen flow and then by reporting to a supervisor to insert a percutaneous drainage into the lungs.” (VR) “I was transporting a critically ill pediatric patient to the MRIe room when his oxygen levels began to drop. Despite the many connected lines, I noticed the oxygen line was disconnected. After reconnecting it, his condition improved.” (HFS)
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| Tutor |
| Advantages of the education program |
“It was an engaging teaching method that resulted in high tutor satisfaction with the overall training experience.” (VR and HFS) “The training allowed the interns to successfully achieve most of their learning objectives, demonstrating the educational effectiveness of these new approaches.” (VR and HFS) "The 2-stage training program, based on difficulty, helped the interns achieve their learning objectives.” (VR and HFS) “Real-time observation of intern performance was possible.” (HFS) “We were able to provide specific and immediate feedback.” (HFS) “I was able to deliver the same training to a large group of interns simultaneously.” (VR) “Following predeveloped educational materials for individual learning made things easier for me as an instructor.” (VR)
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| Limitations and areas for improvement |
“Since tutors were unable to observe each interns’ performance in real time, we had to provide collective feedback to interns at the end of the training.” (VR) “We need a system for real-time monitoring, or automated checklist systems to easily keep an eye on how well the interns are performing.” (VR) “We need a multiplayer platform to make peer learning possible.” (VR) “It was challenging to provide repeated learning and deliver training tailored to the intern’s level.” (HFS) “The current system, which requires tutors to manually change system settings that change as the scenario progresses, needs improvement.” (HFS) “Some of the interns actually participated in the simulated role-plays, while others remained as observers, so we need to make sure that the training is delivered in a way that engages as many interns as possible.” (HFS) “We need dedicated scenarios to fully use the diverse functions of HFS.” (HFS) “The training methods should be adjusted based on the content being taught.” (VR and HFS)
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