Virtual patient simulation to enhance medical students' clinical communication and decision-making skills: a pilot study.

BACKGROUND: The integration of virtual reality (VR) into medical education has accelerated globally over the past decade, offering immersive and risk-free learning environments. This pilot study explores the impact of VRPatients™-Meta Quest 3 simulations in clinical communication and decision-making among medical students. METHODS: In a mixed-methods design, eleven undergraduate medical students participated in two VR sessions during the spring semester of the 2024/25 academic year. The pilot course was organized into two instructional blocks, each comprising three 90-minute sessions delivered over two consecutive weeks, incorporating VR-based training as part of the learning activities. A matched pre- and post-course survey measured the participants’ comfort with VR, perceived realism, confidence in clinical communication and decision-making, openness to VR integration into their studies, and headset usability using 5-point Likert scales and open-ended questions, followed by focus group interviews. Descriptive statistics and thematic analysis were performed. RESULTS: Post-intervention mean scores improved markedly in VR comfort (3.0 ± 0.8 to 4.6 ± 0.5), communication confidence (3.0 ± 1.1 to 4.5 ± 0.5), and decision-making confidence (2.9 ± 0.9 to 3.8 ± 0.9). Headset usability and comfort was rated highly (4.7 ± 0.5). Thematic analysis of the qualitative results revealed that students regarded immersion, clinical communication practice, and safe decision-making environments as key benefits. All participants recommended the curricular integration of VR. CONCLUSION: This pilot study provides preliminary evidence that immersive VR simulation can significantly enhance medical students’ clinical communication and decision-making skills in a safe, low-risk environment. The intervention was well-received and demonstrated technical feasibility. Larger controlled trials, objective outcome measures, and longitudinal evaluation are warranted to solidify VR’s role in medical education.