The article “Training healthcare professionals to address gender-based violence: a virtual reality-based educational intervention,” published in January 2026 in the scientific journal Frontiers in Virtual Reality, in its Virtual Reality in Medicine section, presents the results of this study, concluding that our VR experiences enhance the competencies of healthcare professionals.
The article, authored by Belén Valverde (Department of Medicine and Life Sciences, Pompeu Fabra University), Marta Benet (Sant Joan de Déu Research Foundation), and Mar Carrió (Department of Optics and Optometry, Polytechnic University of Catalonia), presents quantitative studies showing a significant increase in healthcare professionals’ self-perceived competence and theoretical knowledge after receiving training that includes our VR experiences.
At Immersium Studio, we designed four VR experiences for Pompeu Fabra University to learn how to detect situations of gender violence:
Scenario 1: Psychological Violence. This scenario focuses on Isabel, a woman in her sixties who is the primary caregiver for her disabled daughter. She visits her primary care physician due to daytime sleepiness caused by a new insomnia medication. During the consultation, she mentions certain behaviors of her husband that lead the doctor to suspect a possible case of gender-based violence.
Scenario 2: Physical Violence During Pregnancy. This scenario introduces Andrea, a 27-year-old woman who visits the gynecology emergency room with vaginal bleeding one month after discovering she is pregnant. Andrea is very worried, but her partner, Miquel, downplays the incident and doesn’t allow her to speak. The doctor suspects domestic violence and tries to find an opportunity to speak with Andrea alone, but Miquel prevents it.
Scenario 3: Violence in a drug addiction context. This scenario presents the case of Laia, a 27-year-old patient with a history of drug addiction who is currently undergoing detoxification. She attends her follow-up appointment with the mental health nurse to discuss a problem with a new medication. However, the nurse notices suspicious marks on the patient, prompting her to investigate further.
Scenario 4: Vicarious violence against children. In this case, Marisol goes to the pediatric clinic very nervous and worried about her son Mati, who is unwell. The boy has been suffering from stomach pains since returning from spending a few days with his father. Given this situation, the pediatrician decides that it may be necessary for a social worker to intervene.
In many countries, healthcare professionals are the first point of contact for victims of gender-based violence, but many cases go unidentified due to a lack of resources and training.
Many healthcare professionals report that their knowledge of gender-based violence is “basic or deficient” and confess to feeling inadequately prepared to address these issues. A significant obstacle is the professionals’ own deeply ingrained beliefs and cultural biases. The study found attitudes of distrust toward victims (for example, judging them if there is a history of drug addiction), a tendency to view violence as a private matter, and frustration if the patient does not follow medical advice. Furthermore, healthcare professionals admit to having difficulty managing their own emotions and separating their personal feelings from professional care during consultations.
Although educational interventions exist, their effectiveness varies considerably. Much of the training remains theoretical, failing to change attitudes or develop the necessary empathy and practical skills. Given the emotional intensity of gender-based violence, theory alone is insufficient, and immersive and experiential learning approaches are needed.
Immersive learning experiences in Virtual Reality allow healthcare professionals to be placed in a scenario where they will experience feelings of insecurity, helplessness, and anxiety in the face of the practical and emotional complexity involved. These feelings will enhance their retention of information and their interest in learning more about how to act if they encounter these situations in their daily work.
Artículo
Study
The study evaluated 38 primary care professionals who participated in a structured training program with several steps:
- Initial assessment (Pre-test): Before starting the training, participants completed several questionnaires to record their demographic data, assess their levels of empathy (IRI index) and measure their baseline level of knowledge, perceived competence and perspectives on gender violence (PREMIS scale).
- Virtual Reality (VR) Exposure: Participants, organized into small groups of 4 to 6 people, wore VR headsets to view immersive 360° videos lasting between 3 and 5 minutes. In each session, two realistic clinical cases were observed: one on psychological violence and another that introduced added factors of complexity, such as pregnancy, drug addiction, or vicarious violence against children.
- Debate and reflection (Debriefing): After watching the videos, a guided group discussion was held. First, the healthcare professionals brainstormed to express their doubts, emotions, and the ethical dilemmas that arose from the situations they had seen. Then, the facilitator gave a brief lecture to clarify concepts and explain the correct approach to these clinical cases.
- Final evaluation (Post-test): At the end of the theoretical session, the professionals completed the PREMIS scale again to check if the intervention had improved their confidence and knowledge. They also answered a satisfaction questionnaire about the experience.
- Qualitative data collection: In parallel, the facilitator took field notes throughout the session to record the emotional climate, discrepancies, and underlying tensions that arose in the group, which served to enrich and better interpret the numerical results of the surveys.
The study concludes that immersive technologies have enormous potential for medical training, significantly improving healthcare professionals’ self-perceived competence, knowledge, and perspectives when addressing cases of gender-based violence (GBV). VR experiences bridge the gap between theory and clinical practice, integrating experiential learning with highly realistic clinical dilemmas. Purely theoretical training is considered insufficient due to the complexity and emotional intensity of these situations, and VR simulations achieve practical application that fosters critical thinking and ethical reflection. VR offers professionals the opportunity to repeatedly expose themselves to highly complex cases within a safe and controlled learning environment, which helps reduce emotional stress. Experiencing situations similar to those they might encounter in their professional lives improves legal decision-making by providing prior knowledge of how to act in specific situations.
Given the continued shortcomings of traditional training programs worldwide, immersive learning stands out as a highly promising approach to equipping healthcare professionals with the skills and confidence needed to provide comprehensive and truly gender-based violence-centered care.
