Human-Centric MedVR: Designing Positive VR Learning Experiences through A Human-Centred Approach to Medical Education

Description

Presentation Title: Human-Centric MedVR: Designing Positive VR Learning Experiences through A Human-Centred Approach to Medical Education

Event: Designing AYA Holistic Care in MetaHospital

Location: Metaverse, Hosted by Taipei Medical University, Taiwan

Audience: Higher education medical students

The lecture, Human-Centric MedVR: Designing Positive VR Learning Experiences through A Human-Centred Approach to Medical Education, introduced participants to an innovative framework for designing Virtual Reality (VR) environments tailored specifically for medical training. As an international invited lecture, this event provided a unique platform to share expertise with a global audience in a highly interactive, digital space. Leveraging the immersive Metaverse setting enabled real-time, hands-on demonstration of VR principles, showcasing a forward-looking approach to both pedagogy and technology.

The session was structured to engage participants in both conceptual understanding and practical application. It began with an exploration of VR’s role in medical education, highlighting its benefits in providing realistic, risk-free environments for students to practise medical procedures, enhance empathy, and develop patient communication skills. This foundational discussion addressed the potential and challenges of VR, such as user engagement and safety, usability, and the reduction of novelty effects.

Core Workshop Components

The workshop then moved to a focused breakdown of a recommended VR User’s Hierarchy of User Experience and Instructional Needs, presenting the key areas that influence user experience in VR. Through an interactive Padlet activity, participants contributed their own ideas for strategies to fulfil each need, fostering a collaborative exploration of best practices in VR design. This exercise engaged participants in thinking critically about user-centred VR design and encouraged them to consider the practical ways in which a human-centred approach could enhance medical training outcomes.

Building on this, the session included an in-depth look at the Design Thinking process, emphasising the importance of the Empathise and Define phases in creating VR experiences that meet the specific needs of medical learners (in this case - Young Adults with Cancer). The workshop then progressed through each stage of Design Thinking, demonstrating how iterative design, user feedback, and empathetic understanding are essential for refining VR learning experiences that foster both engagement and empathy.

Outcomes and Impact

The lecture successfully introduced international participants to a structured, human-centred approach to VR design in medical education, drawing on real-world case studies and interactive activities to provide actionable strategies. It showcased VR’s potential to transform medical training by creating immersive, practical, and empathetic learning experiences that align with broader educational and societal goals.

By the end of this session, participants were able to:

1.Analyse a Recommended Hierarchy of Experience and Instructional Needs in VR:
•Explain the critical elements within a recommended VR Hierarchy of User Experience and Instructional Needs.
•Identify strategies to address each layer of this hierarchy to ensure a seamless and meaningful learning experience in VR, particularly in a medical training context.

2.Apply Human-Centred Design Thinking to VR Development:
•Describe the stages of the Design Thinking cycle—Empathise, Define, Ideate, Prototype, and Test—with a focus on human-centred principles.
•Demonstrate practise in building empathy with users and define a focused problem statement to meet specific learner needs for an educational VR intervention.

Strategy 2030 and SDG Alignment

This international invited lecture, held in the Metaverse and hosted byTaipei Medic University, offered a ground breaking opportunity to showcase Queen’s University’s commitment to global innovation in immersive medical education.

The session aligned with Strategy 2030 by advancing several core priorities, including the Global Reputation and Partnerships and Education and Skills pillars. By presenting in a virtual global forum, the lecture exemplified Queen’s ambition to foster international collaborations and enhance the university’s reputation as a pioneer in educational technology. Additionally, this presentation supported Research and Innovation goals by disseminating best practices in human-centred VR design, encouraging sustainable, impactful educational practices on a global scale.

Furthermore, the session reinforced Queen’s commitment to the United Nations Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education and SDG 3: Good Health and Well-Being. By focusing on VR as a tool to create inclusive, accessible, and effective medical education experiences, the lecture highlighted the potential of immersive technologies to elevate educational standards and health outcomes. The lecture’s emphasis on a human-centred, empathy-driven approach to VR design resonates with Queen’s mission to drive social change and foster an inclusive, globally relevant learning environment.

Period	09 Nov 2024
Held at	Taipei Medical University, Taiwan, Province of China
Degree of Recognition	Regional