We recently spoke with radiography students who had used our VR radiography and radiation safety software during their degree. One comment stayed with me:
“Before the change of Head of Department, it felt like the university hadn’t really thought about the learner.”
It was not said with bitterness. It was said as an observation. That matters because it points to a systemic issue rather than an isolated complaint.
Why do students feel overlooked in higher education?
Universities are complex institutions. Tradition, accreditation cycles, staffing constraints, and budget pressures often shape decisions. Over time, this can result in curricula that are designed around delivery convenience rather than learning effectiveness.
Students feel overlooked when:
- Teaching methods prioritise lectures over active learning
- Feedback is delayed or minimal
- Clinical preparation relies heavily on observation rather than practice
- Simulation is treated as optional rather than essential
- Curriculum decisions are made without student input
When learners say an institution had not thought about them, they are usually responding to these accumulated signals.
What does education research say about how people learn now?
The evidence base for education has changed significantly over the past two decades. We now have strong research supporting:
- Experiential and situated learning
- Repetition with variation
- Immediate and structured feedback
- Cognitive load management
- Psychological safety during skills training
- Early exposure to realistic clinical decision-making
In healthcare education, these principles are particularly important. Students are expected to transition quickly from theory to high-risk clinical environments. Passive learning models do not support that transition well.
Why is simulation increasingly central to healthcare education?
Simulation allows learners to:
- Practice without harming patients
- Make mistakes safely
- Repeat procedures until competence is achieved
- Receive feedback at the point of action
- Build confidence alongside technical skill
VR simulation, when designed properly, supports these goals at scale. It is not about replacing clinical training, but about preparing students so that clinical time is used more effectively.
When simulation is embedded thoughtfully into a curriculum, students report feeling better prepared, less anxious, and more capable of engaging in clinical learning.
What changed when leadership started listening to students?
The same students who made the original comment described a clear shift after a change in the Head of Department. The difference was not just new tools. It was a change in mindset.
They noticed:
- Greater openness to evidence-based teaching
- Willingness to question legacy approaches
- More attention to student experience
- Simulation being treated as part of the learning journey rather than an extra
This reinforces an important point. Educational transformation starts with leadership that is willing to listen and adapt.
Are universities delivering value for the cost students pay?
Higher education is expensive. Financially, emotionally, and cognitively. Students invest years of their lives and often graduate with significant debt. In return, they should reasonably expect education that reflects current evidence on how learning works.
Delivering value means:
- Designing curricula around learner needs
- Using teaching methods supported by research
- Preparing students for real-world practice, not just exams
- Continuously reviewing outcomes and student feedback
Institutions that fail to evolve risk eroding trust with learners and graduates.
What does learner-centred education actually require?
Learner-centred education is not a slogan. It requires:
- Evidence-informed curriculum design
- Investment in high-quality simulation
- Faculty support and training
- Feedback loops that include students
- Leadership willing to change course when something is not working
Technology can support this, but it cannot replace intent. VR is a tool, not a philosophy.
Final reflection
That student comment was not really about one Head of Department. It was about what it feels like to move through an educational system that has lost sight of who it serves.
Students notice when they are an afterthought. They also notice when they are taken seriously.
If universities and colleges want to remain credible, effective, and worth the cost, they must follow the evidence for education as it exists today. That starts by listening to learners and being willing to change.