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Identifying Key Drivers Affecting the Future of Virtual Reality in Medical Education Publisher



Mohammadi Z1, 2 ; Mojtahedzadeh R3 ; Najimi A4 ; Alizadeh M5 ; Mohammadi A3, 6
Authors
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Authors Affiliations
  1. 1. Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
  2. 2. Education Development Center, Aja University of Medical Science, Tehran, Iran
  3. 3. Department of E-Learning in Medical Education, Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Dolatshahi Alley, Naderi St, Keshavarz Blvd, Tehran, Iran
  4. 4. Medical Education Department, Medical Education Research Center, Isfahan University of Medical Education Sciences, Isfahan, Iran
  5. 5. Department of Medical Education, School of Medicine and Health Professions Education Research Center, Tehran University of Medical Sciences (TUMS), Tehran, Iran
  6. 6. Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran

Source: Journal of Education and Health Promotion Published:2025


Abstract

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. © 2025 Journal of Education and Health Promotion.
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