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This Delphi study established a consensus-based framework of interprofessional learning objectives and key competencies for virtual reality (VR)-based emergency training in surgical wards. Seventeen medical and nursing professionals participated in a five-round modified Delphi method to define critical actions, common errors, and learning goals for a newly developed VR training program. The process resulted in consensus on 131 of 157 items (84%), defining a structured framework of core interprofessional competencies.
This study provides a structured framework of core interprofessional competencies for VR-based emergency training, which can be used to standardize and evaluate the effectiveness of such programs in surgical wards.
Effective collaboration among healthcare professionals is essential for delivering high-quality patient care, especially in emergencies. As healthcare education adopts new technologies, virtual reality (VR) is gaining traction for enhancing emergency response skills. To define key learning objectives and best practices for a newly developed VR-based emergency training program in surgical wards, an interprofessional modified Delphi study was conducted. A five-round modified Delphi method was conducted with 17 participants from medical and nursing backgrounds. Round 1 involved an interprofessional discussion to identify critical actions, common errors, and preliminary learning goals. In Round 2, participants interacted with the VR simulation and refined the objectives in a follow-up discussion. In Round 3, 157 statements were rated using a five-point Likert scale. Items lacking consensus (<80% agreement, IQR > 1, or median ≤4; n = 76) were discussed again in Round 4. Revised items were anonymously re-evaluated in Round 5. The Delphi process resulted in consensus on 131 of 157 items (84%), defining a structured framework of core interprofessional competencies, including key learning objectives, essential clinical actions, teamwork principles, and time-critical decision points for VR-based emergency training. No consensus was reached for 26 items (16%). Between Rounds 3 and 5, eight items showed differing ratings between physicians and nurses, which were reduced to four after interprofessional discussion. This study resulted in a consensus-based framework of interprofessional learning objectives and key competencies for VR-based emergency training. It highlights the value of structured interprofessional collaboration in the systematic development of evaluation-oriented educational frameworks for ward-based surgical emergencies.
