Could extended reality haptics be used in health-care education? A survey of health-care students, educators and clinicians

Abstract

Purpose

This study, which is a cross-sectional survey, aims to investigate health-care academics, clinicians and students’ perspectives of health-care simulation-based learning (SBL) and extended reality (XR) haptics use within health-care education. Participants’ views regarding the application, barriers and facilitators of SBL and XR haptics were explored.

Design/methodology/approach

The authors conducted an online international cross-sectional survey of 178 participants.

Findings

The survey found high health-care SBL use (n = 97, 55.1%) but low awareness (n = 48, 27.3%) or prior use of XR haptics (n = 14, 7.9%). Participants expressed interest in XR haptic technology emphasising its potential in SBL, particularly for understanding anatomy and physiology, enhancing clinical reasoning and consultation and practical skills.

Research limitations/implications

Whilst there was interest in XR haptics, few participants described previous experience of using this technology in SBL. A large percentage of the participants were UK-based. Most participants were from a nurse or physiotherapy professional background.

Practical implications

XR haptics is a developing technology for SBL in health-care education. Whilst there was clear interest from survey participants, further research is now required to develop and evaluate the feasibility of using this technology in health-care education.

Originality/value

Health-care students, educators and clinicians views on XR haptics have not previously been explored in the development and application of this technology. The findings of this survey will inform the development of XR learning scenarios that will be evaluated for feasibility in health-care SBL.

Citation

Gilbey, M., Palmer, S., Moody, L., Newton, C., Taylor, N. and Maravic da Silva, K. (2024), "Could extended reality haptics be used in health-care education? A survey of health-care students, educators and clinicians", Journal of Workplace Learning, Vol. 36 No. 7, pp. 467-485. https://doi.org/10.1108/JWL-03-2024-0062