Utilisation de la réalité virtuelle pour l'apprentissage de la lecture critique d'article en santé.

Context: Virtual reality is used in many courses and in multiple ways in medical pedagogy, but not in critical appraisal learning. Aim: To evaluate the usability and interest of virtual reality in this reflective teaching context. Methods: Sixteen third year of physiotherapy students' at the University of Limoges were taught critical appraisal of an article with virtual reality. Questionnaires asked them about their feelings, side effects (VRSQ), usability of the system (SUS) and user experience (AttrackDiff 2). A critical appraisal worksheet was completed by the students after reading a scientific article, and then completed after the virtual reality session, giving two formative scores. The students' learning path in the virtual experience was analyzed. Results: Learners scored significantly higher after viewing the virtual reality module (13.1 ± 3.0 and 14.3 ± 3.1 respectively, p < 0.05). Students described the tool as motivating, allowing them to focus and facilitating better understanding of a scientific study. Usability and attractiveness of the virtual reality module was satisfactory, despite the presence of some adverse effects. Conclusion: Virtual reality seems to be an interesting tool to use in the context of critical appraisal learning, and it can be deployed at distance in e-learning. [ABSTRACT FROM AUTHOR]