Assessing the effectiveness of virtual reality to promote empathy for patients through a mixed-methods study

Kimberly B Garza; Brandy Davis; Jacob Kelley; Alexicia Richardson; Cheryl Seals; Gary Hawkins; Lily McGuckin; Chad G Rose; Adelia Grabowsky

doi:10.1016/j.ajpe.2024.100702

Assessing the effectiveness of virtual reality to promote empathy for patients through a mixed-methods study

Am J Pharm Educ. 2024 Apr 28;88(6):100702. doi: 10.1016/j.ajpe.2024.100702. Online ahead of print.

Authors

Kimberly B Garza¹, Brandy Davis², Jacob Kelley³, Alexicia Richardson⁴, Cheryl Seals⁴, Gary Hawkins⁵, Lily McGuckin⁵, Chad G Rose⁶, Adelia Grabowsky⁵

Affiliations

¹ Auburn University, Health Outcomes Research and Policy, Auburn, AL, USA. Electronic address: kbl0005@auburn.edu.
² Auburn University, Health Outcomes Research and Policy, Auburn, AL, USA.
³ Auburn University, Educational Foundations, Leadership, and Technology, Auburn, AL, USA.
⁴ Auburn University, Computer Science and Software Engineering, Auburn, AL, USA.
⁵ Auburn University, Libraries, Auburn, AL, USA.
⁶ Auburn University, Mechanical Engineering, Auburn, AL, USA.

PMID: 38688454
DOI: 10.1016/j.ajpe.2024.100702

Abstract

Objective: To describe the implementation and outcomes of EmpathyVR, an immersive experience using virtual reality (VR) to promote empathy for patients with physical limitations due to chronic diseases.

Methods: First-year student pharmacists participated in a learning experience that incorporated VR and stiff gloves to simulate physical limitations associated with color-blindness and arthritis, respectively. Students completed pre- and post-intervention surveys that included the Kiersma-Chen Empathy Scale and measures of immersion, user enjoyment, perceived usefulness for learning, and adverse effects of the experience. A focus group was also conducted with 6 students to obtain additional feedback on the learning experience.

Results: Of the 132 students who were enrolled in the program, 131 completed the assigned tasks; 117 of these agreed to participate in the study, and their data were included in the analyses. There was a significant improvement in empathy scores in the cognitive domain from pre- to post-intervention. Post-intervention survey results also demonstrated a high degree of immersion in the experience, high levels of self-reported enjoyment, and high levels of perceived usefulness of the activity to support learning. There was a low to moderate incidence of minor self-reported adverse effects from the activity. Focus group feedback was also positive. One student stated, "… it really allowed you to think and put yourself in their shoes."

Conclusion: Implementation of a VR-based learning activity into the first semester of the PharmD curriculum was successful and resulted in improved student empathy scores and a positive learning experience.

Keywords: Empathy development; Student pharmacists; Virtual reality.