ArticleCureus2025
Seeing Is Believing: Real-Life 360-Degree Virtual Reality as a Catalyst for Neurosurgical Interest.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTraditional surgical education faces challenges such as limited visibility, physical space constraints, and restricted access for students. Virtual reality (VR) technology offers a promising alternative, especially with real-life 360-degree video, which can recreate immersive clinical experiences. This study investigates whether real-life 360-degree VR can enhance medical students' interest in neurosurgery and serve as an effective educational tool.
methodsA VR-based educational program was developed using 360-degree video footage captured with Insta360 Pro cameras installed in the emergency department, operating room, and angiography suite. The content was incorporated into a neurosurgical clinical training course for 85 fifth-year medical students at the International University of Health and Welfare Narita Hospital in Narita, Japan. Students viewed the VR content through synchronized head-mounted displays. After the session, an anonymous questionnaire assessed usability, immersion, comprehension, enjoyment, and interest in neurosurgery. A paired samples t-test was used to compare students' interest in neurosurgery before and after the session.
resultsHigh levels of satisfaction were reported with regard to usability (95%) and immersion (97.6%). Most students agreed that the VR session improved their understanding (92.9%) and was enjoyable (95%). Interest in neurosurgery increased significantly following the session, with affirmative responses rising from 22 (26%) to 52 (61%) students (t=6.77; df=84; p<0.0001).
conclusionReal-life 360-degree VR is an effective supplementary tool for neurosurgical education. It offers immersive experiences that can enhance student engagement, understanding, and interest in neurosurgery. Broader implementation of this technology may address declining interest in the specialty and enrich clinical education.
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