The goal of this study is to learn whether a virtual reality experience about homelessness, used together with talks from people with lived experience of homelessness, can improve empathy and attitudes toward people experiencing homelessness in undergraduate medical sciences students. The main questions it aims to answer are:
* Do students who complete a virtual reality experience before hearing from lived-experience speakers show greater improvement in attitudes toward people experiencing homelessness than students who hear from the speakers without prior virtual reality exposure?
* Do students who complete a virtual reality experience before hearing from lived-experience speakers report greater engagement with the speaker talks than students who hear from the speakers without prior virtual reality exposure?
* How do students describe the distinct value of virtual reality and lived-experience speakers in supporting empathy development and understanding of homelessness?
* How does the order of virtual reality and lived-experience speaker activities influence student learning?
The study hypothesis was that students who completed the virtual reality experience before hearing from the lived-experience speakers would show greater improvement in attitudes toward people experiencing homelessness, as measured by the Attitudes Toward Homelessness Inventory and the Health Professionals' Attitudes Toward the Homeless Inventory, than students who heard from the speakers without prior virtual reality exposure. The study also hypothesized that students who completed the virtual reality experience first would report greater engagement with the lived-experience speaker talks.
Researchers compared two groups of undergraduate medical sciences students. One group completed the virtual reality experience before hearing from guest speakers with lived experience of homelessness. The other group heard from the guest speakers first and completed the virtual reality experience after the post-intervention survey. Researchers compared the groups to see whether completing virtual reality before the speaker session led to greater changes in students' empathy, perspective-taking, and attitudes toward people experiencing homelessness. Participants completed online surveys before and after the educational sessions.
Students were invited to take part in focus group discussions about the virtual reality experience, guest speakers, empathy, and learning