In December, George Mason University’s Lab for Immersive Technologies and Simulation received accreditation from the Society for Simulation in Healthcare, marking it as a groundbreaking program in healthcare education. Located in the College of Public Health, the lab is the only one accredited by the Society for Simulation of Public Health, a Minneapolis-based organization dedicated to advancing healthcare through simulations.
Dean Melissa Perry of the College of Public Health emphasized that the accreditation acknowledges the lab’s role in providing unique learning experiences for students using virtual reality (VR). In fall 2023, Perry launched a $10 million fundraising campaign to further integrate VR into healthcare education, enabling students to gain virtual reality-enhanced experiences in their classrooms.
Virtual reality allows users to interact with a computer-generated, three-dimensional environment using specialized displays and sensors. The Society for Simulation in Healthcare recognized the lab’s work in creating VR simulations for students in nursing and other healthcare fields. The lab spans 8,000 square feet and contains modular spaces that simulate practice settings, offering an immersive environment for students.
Initially skeptical, Perry’s perspective shifted after personally experiencing VR. In October 2022, she used a VR simulation to manage an emergency situation involving a psychotic patient. Despite a tragic outcome in the simulation, Perry realized that VR could effectively train students in handling high-stress emergency situations, with a focus on preparing them for real-world challenges.
Perry believes VR enhances students’ collaboration and critical thinking skills by offering a safe, low-risk environment for practicing healthcare scenarios. In the lab, students use headsets to experience VR simulations, while others watch their classmates’ activities on a large screen, enabling collaborative learning. Professors guide students through these simulations, providing feedback to help them refine their healthcare responses.
One of the benefits of VR, according to Perry, is improved retention. Students are able to better understand and remember healthcare protocols by engaging in simulated scenarios repeatedly. The lab’s innovative approach ensures that all students, regardless of learning styles, are respected and adequately prepared for the virtual environment.
However, implementing VR in healthcare education has presented challenges. Developing custom curricula and certifying instructors to use VR has been time-consuming, and the limited number of trained faculty has restricted the number of students who can participate. Additionally, building a large enough space for students to move freely has been difficult, and some students experience motion sickness or face barriers due to learning disabilities. Perry made the lab optional for students who prefer not to participate, but she also ensured that every student could observe the VR sessions to benefit from their peers’ experiences.
Ultimately, Perry sees virtual reality as a powerful tool for transforming healthcare education, helping students build critical skills while preparing them for real-world healthcare challenges.
