Shotaro Komaki, ST, PhD, Shogo Baba, RT, MMSc, Yuuko Yotsumoto, OT, MHSc, Takayuki Yamashita, PT, M.ed., Susumu Takayoshi, ST, MHSc, Hisashi Niidome, RT, MMSc, Megumi Imamura, RN, Megumi Mihara, CW, Daisuke Hirahara, RT, M.A.
Jpn J Compr Rehabil Sci 16: 37-45, 2025
Objective: With the advancement of team-based
medical care, effective interprofessional collaboration
(IPC) has become increasingly important. However,
implementing IPC without appropriate interprofessional
education (IPE) remains challenging. This study aimed
to clarify the educational effects of a virtual realitybased
IPE teaching material on students' awareness and
understanding of IPC. Specifically, it evaluated changes
in awareness before and after lectures and the impact
of different viewing environments on educational
effectiveness.
Methods: A total of 224 students from six medical and
welfare-related departments participated in lectures
focused on IPC using a swallowing videofluorography
scenario. The students were divided into three groups
based on viewing environment: personal computer
(PC), classroom screen, and virtual reality (VR). All
groups viewed the same teaching material. Awareness
and understanding of IPC were assessed before and
after the lectures using a 12-item self-administered
questionnaire.
Results: Post-lecture comparisons revealed significant
increases in scores across all questionnaire items. In
comparing the viewing environments, the VR group
scored significantly higher than the PC group in the
areas of "problem-solving skills" and "respectful
attitude."
Conclusion: This study suggests that VR-based
teaching materials are effective in enhancing students'
awareness and understanding of interprofessional
collaboration.
Key words: virtual reality, teaching material development, interprofessional collaboration, interprofessional education, swallowing videofluorography