Implementing the Plan-Do-Study-Act Model of Change on Virtual Reality Simulation Education in the Emergency Department

Virtual reality (VR) simulation provides an immersive, interactive training environment that is increasingly used in interprofessional healthcare education. However, implementing VR in a high-acuity clinical setting presents a range of human factors and usability challenges that can affect both learning and participant safety. Building on a previous research study of interprofessional VR simulation-based education for emergency department (ED) clinicians at a large, Level I Trauma Center, we applied a Plan-Do-Study-Act (PDSA) model of change over a nine-month period to address the logistical and human factors barriers we encountered. Challenges were grouped into three domains: platform usability, network infrastructure, and physical ergonomics. For each domain, iterative solutions were developed, tested, and refined within live training sessions. The PDSA process streamlined orientation, improved facilitator readiness, reduced technical disruptions, and enhanced overall user experience. This paper outlines a practical framework for implementing immersive VR simulation in interprofessional healthcare education and offers transferable lessons for other institutions adopting this modality.