What is it about?
This study explored the use of virtual reality (VR) to train midwifery students in Ghana. It compared traditional training methods, using physical manikins, with immersive VR simulations. Students using VR practiced delivering babies and managing labor complications in realistic virtual settings. The findings showed that VR significantly improved students’ practical skills, confidence, and knowledge retention compared to traditional methods. By providing a safe, engaging, and realistic environment, VR helps prepare students for real-world clinical challenges in midwifery.
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Why is it important?
This work demonstrates the potential of VR as a transformative tool for healthcare education. The significant improvements in learning outcomes and student satisfaction highlight VR's ability to bridge the gap between theoretical knowledge and practical application. By integrating VR into midwifery curricula, institutions can ensure better-prepared graduates and enhance patient care. This study provides a foundation for future research into the long-term impacts and broader implementation of VR in healthcare training.
Perspectives
This publication reflects our commitment to leveraging innovative technology to transform healthcare education. By focusing on the specific needs of midwifery students, this study highlights the practical and adaptable benefits of virtual reality training in resource-limited environments. From my perspective, the most impactful aspect of this work is its potential to address critical gaps in clinical preparedness, ensuring that students not only learn theory but also gain confidence and competence in real-world scenarios. This work motivates me to continue exploring how cutting-edge tools like VR can empower educators and trainees globally, especially in underserved areas.
Kodjo Baidoo
Read the Original
This page is a summary of: Virtual reality training to enhance clinical competence and student engagement in Ghana, British Journal of Midwifery, January 2025, Mark Allen Group,
DOI: 10.12968/bjom.2024.0037.
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