The integration of Virtual Reality (VR) into medical education is gaining global momentum due to its capacity to deliver immersive, experiential learning. However, in the Netherlands, VR adoption remains fragmented and largely driven by isolated initiatives rather than a coordinated institutional approach. This study addresses a critical gap in existing research by exploring how faculty and students within Dutch Medicine programs perceive both the educational value and the feasibility of implementing VR as a teaching tool.

Using a qualitative exploratory design, the study conducted four focus groups with 18 participants, including 12 faculty members and 6 students across diverse Dutch institutions. Thematic analysis was applied to the data, underpinned by the Technology Acceptance Model (TAM) and Kolb’s Experiential Learning Theory (ELT), to interpret perceptions of usefulness, usability, and pedagogical alignment.

Findings reveal that both students and faculty perceive VR as a valuable supplement to traditional teaching methods, particularly for enhancing engagement, clinical reasoning, communication skills, and empathy through immersive learning experiences. Participants frequently described how VR supported all four stages of experiential learning—concrete experience, reflective observation, abstract conceptualization, and active experimentation.

However, several barriers hinder the sustainable adoption of VR. These include technical issues (e.g., system latency, headset discomfort), lack of curricular integration, insufficient institutional support, and inconsistent faculty training. Implementation was often dependent on individual champions rather than strategic frameworks. Participants emphasized the need for curricular alignment, cross-institutional collaboration, and dedicated support structures to ensure effective and sustainable integration.

This study contributes original, context-specific insights from a pre-adoption setting, which is rarely examined in VR-in-education research. Its findings inform actionable recommendations for policymakers, curriculum designers, and technology developers seeking to move beyond pilot initiatives toward meaningful, scalable use of immersive technology in health education.

Keywords: Virtual reality, medical education, technology acceptance, curriculum innovation, Netherlands.