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Comparing 360° Video via Head-Mounted Display and Computer-Based Displays for Physical Examination Training: A
Ryan Sullivan1, Max Bressler1, Antonious Rizkalla2
1University of South Florida Morsani College of Medicine, Tampa, Florida, USA.
Journal of Medical Extended Reality
|August 6, 2026
Summary
Immersive 360° video in head-mounted display (HMD) headsets did not improve medical students' physical examination performance compared to standard 2D computer displays. Spatial ability also did not predict learning outcomes in this pilot study.
Area of Science:
- Medical Education
- Virtual Reality in Healthcare
- Surgical Training
Background:
- Immersive technologies like 360° video in head-mounted displays (HMDs) are increasingly explored for medical education.
- Previous research suggests spatial ability influences learning outcomes in immersive environments.
- The effectiveness of HMD-based immersive training versus traditional 2D displays for procedural learning remains under investigation.
Purpose of the Study:
- To compare the learning outcomes of physical examination skills using 360° video in HMDs versus 2D computer-based training.
- To investigate the role of spatial reasoning ability as a predictor of performance in immersive medical training.
Main Methods:
- A pilot study randomized 19 medical students into either HMD-based 360° video or computer-based 2D training for physical examination learning.
- Participants completed a spatial reasoning test (paper folding test) prior to the intervention.
- Post-training performance was evaluated based on the ability to perform physical examination steps.
Main Results:
- No significant difference in physical examination performance was found between the HMD 360° video group and the 2D computer-based training group (p = 0.267).
- Spatial ability, measured by the PFT, was not a significant predictor of performance, explaining only 9.4% of the variability in scores.
- The immersive 360° video via HMD did not demonstrate a significant advantage over 2D displays for learning physical examination procedures.
Conclusions:
- 360° video delivered via HMDs does not appear to offer a significant learning advantage over traditional 2D computer-based training for teaching physical examination skills.
- The hypothesis that immersive training benefits learners with lower spatial ability was not supported in this study.
- Further research is needed to determine the optimal use cases and design principles for immersive technologies in medical education.
