ArticleBMC medicine2024
Virtual reality as an engaging and enjoyable method for delivering emergency clinical simulation training: a prospective, interventional study of medical undergraduates.
Article in BMC medicine, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
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The trial behind it
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Who cites it
10 citing papers in PubMed.
- Virtual Reality Versus In-Person Simulation of Sepsis for Medical Students: Randomized Comparative Pilot Study.JMIR medical education · 2026Article
- Incorporating virtual reality in undergraduate internal medicine education: a scoping review of current evidence and implementation strategies.BMC medical education · 2026Article
- Stepping into the virtual ward: a qualitative study on first-year residents' experiences with VR simulation.BMC medical education · 2026Article
- Knowledge and Willingness to Perform Cardiopulmonary Resuscitation by Bystanders in Jordan; A Nationwide Cross-sectional Study.Archives of academic emergency medicine · 2026Article
- Research progress on the application of virtual simulation in medical education.Frontiers in medicine · 2026Review
- Effect of a virtual reality simulator for preclinical instruction of operative dentistry on level of competence of undergraduate dental students.BMC medical education · 2025Article
- Effects of Technology-Enhanced Learning on Student Engagement in Basic Medical Education: A Systematic Review.Medical science educator · 2025Review
- Article
- Evaluating the effectiveness of virtual laboratory simulations for graduate-level training in genetic methodologies.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyArticle
- Integration of Augmented Reality, Virtual Reality, and Extended Reality in Healthcare and Medical Education: A Glimpse into the Emerging Horizon in LMICs-A Systematic Review.Journal of medical education and curricular developmentReview
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIt is a requirement that medical students are educated in emergencies and feel well prepared for practice as a doctor, yet national surveys show that many students feel underprepared. Virtual reality (VR), combined with 360-degree filming, provides an immersive, realistic, and interactive simulation experience. Unlike conventional in-person simulation, it is scalable with reduced workforce demands. We sought to compare students' engagement and enjoyment of VR simulation to desktop computer-based simulation.
methodsWe conducted a prospective, interventional, evaluation study. The study was carried out on final year medical students undertaking their Pre-Foundation Assistantship (n = 116) at Imperial College School of Medicine (ICSM) in London. We compared objective engagement, subjective engagement, and subjective enjoyment of VR simulation to desktop computer-based simulation using cardiac arrest and life-threatening asthma scenarios. Engagement was measured objectively using students' physiological parameters, including heart rate and eye tracking, and facilitator observations using the validated 'Behavioural Engagement Related to Instruction' (BERI) protocol. Students' subjective engagement and enjoyment levels were measured using a post-session survey.
resultsStudents' maximum heart rates were significantly higher during VR simulation with a mean difference of 4.2 beats per minute (3.2 to 5.2, p < 0.001), and eye tracking showed they spent a significantly greater mean percentage of time of 6.4% (5.1 to 7.7, p < 0.001) focusing on the scenarios in VR compared to standard desktop. Qualitative data showed students enjoyed and felt engaged with the sessions, which provided a safe space for learning.
conclusionsOur study shows that students found VR simulations enjoyable and were more engaged compared to standard desktop simulation. This suggests that 360-degree VR simulation experiences provide students with immersive, realistic training, which is scalable, giving them the unique opportunity to manage emergencies and work within emergency teams, which would not typically occur during traditional training.
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