Virtual reality technology for experiential learning in global health training curricula: a prototype for testing

Abstract

Background: Since the late 1990s there has been a rapid proliferation of global health academic programmes at universities around the world; however, evaluation of such programmes suggests that their quality often falls below expectations. Although graduates might have acquired adequate theoretical knowledge, they often lack the practical skills and hands-on experiences that are necessary for effective performance in real-world settings. To address the issue of limited integration of the experiential learning method into global health training curricula, we are developing a global health training course based on virtual reality (VR) technology. Methods: The VR application is being developed with the VR game engine software Unity. Some features of the VR application include: VR visualisation, VR simulation, interactive content, 3D holograms, 360° immersive video, and 3D data visualisation. In addition to acquiring theoretical knowledge through technical content, users will also be immersed in a highly realistic global health field environment and will be able to perform specific tasks. Findings: We have produced a prototype training module that simulates outbreak of Ebola virus disease in a low-income country setting. We will test the prototype to assess various technological and pedagogical aspects of the use of VR technology for global health training. The prototype will be tested by global health students and professors at global health academic departments in low-income, middle-income, and high-income countries. We will use data from testing to identify challenges and opportunities for scaling-up the application of VR, 360°, and 3D technologies in global health education. Interpretation: Integration of VR technology into global health training can improve the quality and outcomes of global health education programmes by allowing students an experiential learning component. Such methods of learning through doing are widely used in the education sector. For example, in clinical medical education, students spend only the first 2 years in classrooms, then move to teaching hospitals to acquire practical skills and experiences through practical tasks. Traditionally, incorporation of the experiential learning method into global health training has been a challenge, since it is not always feasible to deploy global health students to the sites of global health practise. VR technology allows educators to bring the global health field into the classroom in a risk-free and cost-efficient way. Funding: Georgian Innovation and Technology Agency.