Enhancing theoretical BLS knowledge with virtual reality: a randomized controlled trial in medical students

Area of Science:

• Medical Education
• Simulation-based Learning
• Emergency Medicine Training

Background:

• High-quality cardiopulmonary resuscitation (CPR) training is crucial for medical students.
• Virtual reality (VR) offers immersive environments that can enhance traditional teaching methods.
• This study evaluated VR's impact on basic life support (BLS) skills and knowledge before an Advanced Life Support (ALS) course.

Purpose of the Study:

• To investigate the effect of a single VR session on medical students' knowledge and performance in BLS skills.
• To assess the impact of VR training on knowledge retention and practical skill evaluation.
• To gauge student satisfaction with VR integration in ALS training.

Main Methods:

• A single-blind randomized controlled trial involving 126 fourth-year medical students with prior BLS training.
• Intervention group received a 3-part immersive VR session; control group received standard preparation.
• Theoretical knowledge assessed via questionnaires; practical skills evaluated using Objective Structured Clinical Examination (OSCE).

Main Results:

• The VR group showed significantly greater knowledge gains post-course and at 12-week follow-up (p < 0.01 and p = 0.04, respectively).
• No significant differences in practical skills performance (OSCE) were observed between groups.
• VR demonstrated a positive effect on knowledge retention, with students expressing satisfaction with the VR scenario.

Conclusions:

• A single VR session effectively enhanced theoretical knowledge for ALS training but did not improve practical performance.
• VR can serve as a valuable adjunct to traditional CPR education methods.
• Further research is needed to determine VR's long-term impact and optimal integration into medical curricula.