ArticleJournal of educational evaluation for health professions2025
Evaluation of a virtual objective structured clinical examination in the metaverse (Second Life) to assess the clinical skills in emergency radiology of medical students in Spain: a cross-sectional study.
Article in Journal of educational evaluation for health professions, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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Who cites it
2 citing papers in PubMed.
- Effectiveness of VR and traditional training in medical education for mass casualty management: an OSCE-based randomized controlled trial.BMC medical education · 2026Trial
- Metaverse-based objective structured clinical examinations: an exploratory approach to advancing clinical competency assessment.Korean journal of medical education · 2026Article
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Authors and funding
6 authors.
Funding
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Abstract
purposeThe objective structured clinical examination (OSCE) is an effective but resource-intensive tool for assessing clinical competence. This study hypothesized that implementing a virtual OSCE in the Second Life (SL) platform in the metaverse as a cost-effective alternative will effectively assess and enhance clinical skills in emergency radiology while being feasible and well-received. The aim was to evaluate a virtual radiology OSCE in SL as a formative assessment, focusing on feasibility, educational impact, and students' perceptions.
methodsTwo virtual 6-station OSCE rooms dedicated to emergency radiology were developed in SL. Sixth-year medical students completed the OSCE during a 1-hour session in 2022-2023, followed by feedback including a correction checklist, individual scores, and group comparisons. Students completed a questionnaire with Likert-scale questions, a 10-point rating, and open-ended comments. Quantitative data were analyzed using the Student t-test and the Mann-Whitney U test, and qualitative data through thematic analysis.
resultsIn total, 163 students participated, achieving mean scores of 5.1±1.4 and 4.9±1.3 (out of 10) in the 2 virtual OSCE rooms, respectively (P=0.287). One hundred seventeen students evaluated the OSCE, praising the teaching staff (9.3±1.0), project organization (8.8±1.2), OSCE environment (8.7±1.5), training usefulness (8.6±1.5), and formative self-assessment (8.5±1.4). Likert-scale questions and students' open-ended comments highlighted the virtual environment's attractiveness, case selection, self-evaluation usefulness, project excellence, and training impact. Technical difficulties were reported by 13 students (8%).
conclusionThis study demonstrated the feasibility of incorporating formative OSCEs in SL as a useful teaching tool for undergraduate radiology education, which was cost-effective and highly valued by students.
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