Virtual Operating Theatre Simulation: Development and Evaluation of a Web-Based Learning Tool for Medical Students

Preparing medical students for the operating theatre (OT) is challenging due to limited access and patient safety considerations. Virtual learning tools offer a safe and scalable method to introduce perioperative concepts. This study describes the development and evaluation of a web-based virtual OT program for undergraduate medical students.

A mixed-methods evaluation was conducted with Year 3 and Year 5 medical students. Knowledge acquisition was assessed using pre- and post-tests, while perceptions were evaluated using a structured questionnaire and open-ended feedback. Internal consistency was examined using Cronbach's alpha, and quantitative analyses included paired and independent t-tests. Qualitative comments were descriptively grouped into themes.

Both cohorts demonstrated significant knowledge improvement following the virtual OT program (p < .001). Semester 9 students achieved higher post-test scores, reflecting the influence of prior clinical exposure. Perception scores were positive, with strong internal consistency for usability (α = 0.90), audio-visual quality (α = 0.93), and usefulness (α = 0.82). Qualitative feedback highlighted clarity, flexibility, and preparatory value as key strengths, while identifying glitches, image resolution, and device compatibility as areas for refinement.

The virtual OT program enhanced knowledge and was positively received as a preparatory and reinforcement tool. It aligns with global patient safety priorities and shows potential for broader adoption, including in nursing and interprofessional education.