Virtual Reality Training Improves Procedural Skills in Mannequin-Based Simulation in Medical Students: A Pilot...

Area of Science:

• Medical Education
• Surgical Simulation
• Virtual Reality in Healthcare

Background:

• Procedural skill acquisition is critical for medical students.
• Traditional training methods may have limitations in providing consistent, hands-on experience.
• Virtual reality (VR) offers a potential solution for immersive and repeatable skill-based training.

Purpose of the Study:

• To evaluate the effectiveness of immersive virtual reality (VR) training combined with online learning for improving medical students' procedural skills.
• To assess the impact of VR training on theoretical knowledge and confidence levels.
• To use chest tube insertion as a model procedure for skill assessment.

Main Methods:

• 30 medical students with limited experience were randomized into control (online learning only) and VR groups.
• Both groups received online module access; the VR group additionally used VR simulation software.
• Technical skills were assessed using the Objective Structured Assessment of Technical Skill (OSATS) rating scale by blinded surgical experts.

Main Results:

• All participants demonstrated significant improvement in theoretical knowledge post-training (P < 0.0001).
• The VR group showed statistically significant improvements in procedural performance (OSATS scores, P = 0.03) and confidence (P = 0.002) compared to the control group.
• VR training duration was less than 60 minutes.

Conclusions:

• Integrating immersive VR simulation with online learning modules enhances medical students' technical skills in performing procedures like chest tube insertion.
• VR training positively impacts procedural confidence among medical trainees.
• VR simulation is a valuable adjunct to traditional online learning for surgical skill development.