Addressing educational disparities in hypertension: the unmet needs of older women in VR and traditional learning environments

Abstract

Background: Hypertension management is challenged by poor patient education adherence. This randomized study compared traditional physician‐led education with virtual reality (VR) education for hypertension, assessing their impact on knowledge retention and satisfaction. Methods: In this trial, 182 hypertensive patients were assigned to receive either traditional education (n=88) or VR education (n=94) using Oculus Quest 2 headsets. A 29‐item questionnaire evaluated knowledge post‐intervention. Participants were categorized into low (Q1) and medium‐high (Q2‐Q4) responders based on their scores. Results: VR education showed a statistically significant higher median objective score (14 IQR 3) compared to traditional education (10 IQR 5). Subjective satisfaction was similarly high in both groups. Notably, low responders had a higher prevalence of older women (57% vs. 40% female; median age 68 vs. 65 years), highlighting a demographic disparity in educational outcomes.0 Conclusion: VR education surpasses traditional methods in knowledge acquisition for hypertension. However, the contrast between subjective satisfaction and objective knowledge retention, especially among older women, underscores the need for tailored educational strategies in this demographic. These findings emphasize the necessity of addressing educational disparities to improve hypertension management in vulnerable groups. (Table Presented).