<![CDATA[Objective: Virtual reality (VR) offers healthcare professionals the opportunity to practice clinical procedures where conventional simulation is limited. However, evidence involving practising professionals in Uganda remains limited. This studyexamined the experiences and perceived learning outcomes of locally developed VR training using emergency and maternal health scenarios in a low-resource setting. Method: A convergent mixed-methods design was used during two days of training in Jinja, Uganda. A total of 40 healthcare professionals participated in this study. Quantitative data were collected before and after training using a questionnaire and analyzed using descriptive statistics, paired-samples t-test, and Wilcoxon signed-rank test. Open-ended responses were analyzed thematically. Results: Self-rated knowledge of VR in healthcare education increased from 1.48 (SD 0.88) before training to 3.90 (SD 0.84) after training (mean change 2.42, 95% CI 2.08–2.77; p < .001). Participants reported their perceptions of professional relevance, engagement, simulation realism, confidence, clinical decision-making, teamwork, and communication. Qualitative responses highlighted the importance of repeated practice, emergency preparedness, and practical training. Limited practice time, controller difficulties, and motion discomfort were the main concerns. Most of the participants supported the use of VR. Conclusion: From an ergogogical perspective, the locally developed VR was perceived as acceptable, useful, and relevant for continuing professional development in Uganda. Given the small exploratory sample, self-reported outcomes, and immediate post-training assessments, the findings do not establish improvements in objective clinical competence, workplace performance, or patient outcomes. The study provides evidence from practising professionals using emergency and maternal health VR modules and supports multisite research with objective performance measures and longer follow-ups.]]>
