Comparing 360° Video via Head-Mounted Display and Computer-Based Displays for Physical Examination Training: A...

To test whether immersion leads to better learning outcomes compared to non-immersive displays in medical education, this pilot study investigates the impact of presenting 360° video in head-mounted display (HMD) headsets versus desktop computer-based two-dimensional (2D) displays on physical examination performance. Nineteen medical students were randomized into either a 360° video via HMD or a computer-based 2D training intervention group to learn the presentation of a physical examination. Prior research has found that a learner's spatial ability predicted training outcomes in immersive environments, such that those with lower spatial ability benefited from immersive training more than those with higher spatial ability. To account for baseline spatial reasoning ability that might contribute to learner differences, all participants completed a measure of spatial reasoning, the paper folding test (PFT), prior to training. Following the training intervention, participants were evaluated on their ability to perform the instructed physical examination steps. There was no significant difference in performance between the 360° video and computer-based training groups (p = 0.267, d = 0.41). Additionally, spatial ability was not a significant predictor of performance, with the PFT score explaining only 9.4% of the variability in physical examination scores. These findings suggest that 360° video via HMD does not confer a significant advantage over computer-based training in this context, indicating that this type of immersion was not beneficial for learning to perform physical exams.