Identifying key drivers affecting the future of virtual reality in medical education
BACKGROUND: Policymakers must have a forward-looking mindset. Future studies are valuable tools for monitoring upcoming developments and identifying the driving forces that shape the future. This research aimed to identify the drivers or key influencing factors in the future of virtual reality in me...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Wolters Kluwer Medknow Publications
2025-03-01
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| Series: | Journal of Education and Health Promotion |
| Subjects: | |
| Online Access: | https://journals.lww.com/10.4103/jehp.jehp_1874_23 |
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| _version_ | 1850187684018913280 |
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| author | Zeinab Mohammadi Rita Mojtahedzadeh Arash Najimi Maryam Alizadeh Aeen Mohammadi |
| author_facet | Zeinab Mohammadi Rita Mojtahedzadeh Arash Najimi Maryam Alizadeh Aeen Mohammadi |
| author_sort | Zeinab Mohammadi |
| collection | DOAJ |
| description | BACKGROUND:
Policymakers must have a forward-looking mindset. Future studies are valuable tools for monitoring upcoming developments and identifying the driving forces that shape the future. This research aimed to identify the drivers or key influencing factors in the future of virtual reality in medical education.
MATERIALS AND METHOD:
This study was conducted in 2021–2023 in three phases: conducting literature review, interviewing with experts, and categorizing these results within the STEEPV (Social, Technological, Economic, Environmental, Political, and Values) framework.
RESULTS:
Content analysis of the literature review resulted in 273 codes and seven categories. Interviews with 15 experts were analyzed, which led to 220 codes and 30 sub-categories. Ultimately, the results of the two aforementioned stages were categorized within the STEEPV framework, including six, seven, six, two, four, and five drivers in the categories of social, technological, economic, environmental, political, and values drivers, respectively.
CONCLUSION:
To successfully introduce virtual reality in universities, it is essential to create a supportive environment, adjust policies, and establish ethical guidelines. This will require initial investments, cost-reduction strategies, and collaboration with knowledge-based companies. In addition, it is vital to leverage existing technology, provide training, and enhance digital literacy to ensure effective utilization. The future of virtual reality in medical education will be influenced by technological advancements, economic factors, environmental concerns, political frameworks, and value-driven approaches. |
| format | Article |
| id | doaj-art-2b23c8f6e3cb4b6c8eea416311ec9845 |
| institution | OA Journals |
| issn | 2277-9531 2319-6440 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Journal of Education and Health Promotion |
| spelling | doaj-art-2b23c8f6e3cb4b6c8eea416311ec98452025-08-20T02:16:03ZengWolters Kluwer Medknow PublicationsJournal of Education and Health Promotion2277-95312319-64402025-03-01141979710.4103/jehp.jehp_1874_23Identifying key drivers affecting the future of virtual reality in medical educationZeinab MohammadiRita MojtahedzadehArash NajimiMaryam AlizadehAeen MohammadiBACKGROUND: Policymakers must have a forward-looking mindset. Future studies are valuable tools for monitoring upcoming developments and identifying the driving forces that shape the future. This research aimed to identify the drivers or key influencing factors in the future of virtual reality in medical education. MATERIALS AND METHOD: This study was conducted in 2021–2023 in three phases: conducting literature review, interviewing with experts, and categorizing these results within the STEEPV (Social, Technological, Economic, Environmental, Political, and Values) framework. RESULTS: Content analysis of the literature review resulted in 273 codes and seven categories. Interviews with 15 experts were analyzed, which led to 220 codes and 30 sub-categories. Ultimately, the results of the two aforementioned stages were categorized within the STEEPV framework, including six, seven, six, two, four, and five drivers in the categories of social, technological, economic, environmental, political, and values drivers, respectively. CONCLUSION: To successfully introduce virtual reality in universities, it is essential to create a supportive environment, adjust policies, and establish ethical guidelines. This will require initial investments, cost-reduction strategies, and collaboration with knowledge-based companies. In addition, it is vital to leverage existing technology, provide training, and enhance digital literacy to ensure effective utilization. The future of virtual reality in medical education will be influenced by technological advancements, economic factors, environmental concerns, political frameworks, and value-driven approaches.https://journals.lww.com/10.4103/jehp.jehp_1874_23forecastingmedical educationvirtual reality |
| spellingShingle | Zeinab Mohammadi Rita Mojtahedzadeh Arash Najimi Maryam Alizadeh Aeen Mohammadi Identifying key drivers affecting the future of virtual reality in medical education Journal of Education and Health Promotion forecasting medical education virtual reality |
| title | Identifying key drivers affecting the future of virtual reality in medical education |
| title_full | Identifying key drivers affecting the future of virtual reality in medical education |
| title_fullStr | Identifying key drivers affecting the future of virtual reality in medical education |
| title_full_unstemmed | Identifying key drivers affecting the future of virtual reality in medical education |
| title_short | Identifying key drivers affecting the future of virtual reality in medical education |
| title_sort | identifying key drivers affecting the future of virtual reality in medical education |
| topic | forecasting medical education virtual reality |
| url | https://journals.lww.com/10.4103/jehp.jehp_1874_23 |
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