Learning Motivational Interviewing in VR: A Feasibility Study Using Self-Reported Measures.

Competency in motivational interviewing (MI) for addressing lifestyle-related health issues is increasingly important for health care professionals, yet current simulation training is labor-intensive and expensive. Immersive virtual reality (VR) training may offer a cost-effective alternative. We developed a VR MI training, featuring animated virtual patients with common "lifestyle" issues (osteoarthritis, weight loss, smoking cessation) and evaluated its feasibility among medical students. The training consisted of two modules (MI basic techniques and MI communication processes). Each module included three scenarios (osteoarthritis, weight loss, smoking cessation). Both modules had to be completed twice within 1 week. Twenty fourth-year medical students (12 female, 8 male) completed two training modules twice at home using the Oculus Quest headset. Usability, learning motivation, VR immersion, discomfort, ability for exercising, learning, and proficiency in MI, were assessed with validated and customized questionnaires. Mean and standard deviation (SD) total exercise time was 99 and 29 min, respectively. Internal consistency of the questionnaires varied between questionable (alpha 0.650, VR immersion) and good (alpha 0.853; attention, relevance, confidence, and satisfaction model, motivation of learning). Mean system usability score was 69.5, with highest agreement on user-friendliness (>80%) and the lowest on frequency of use (30%) and confidence in using the VR application (36%). Only half of participants reported added value for their future profession. Ninety percent reported "realization being in a virtual environment"; 40% had empathy with the virtual patient. Outcomes of customized questions supported a well-designed, easy-to-use, time-balanced training tool, increasing self-confidence in motivational interviewing. Speech recognition issues causing unnatural conversational flow were reported as main drawback. VR-based MI training seems feasible and acceptable for unsupervised student use. Proficiency findings vary and should be interpreted with caution. Added value to skills acquisition and professional development is questioned, probably due to limitations in natural conversation. The small homogenous study group limits generalizability.