Trial reportBMC medical education2025
Effectiveness of teaching basic life support resuscitation using virtual reality - a randomized controlled trial.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Comparing Visual Self-Assessment and Virtual Reality Training for Improving Basic Life Support Competency in Nursing Students: An Educational Study.Health science reports · 2026Article
- Blending simulation and e-learning in medical education to enhance professional competence and skills acquisition.BMC medical education · 2026Article
- Virtual reality versus theoretical training in CPR among adolescents: a randomized trial with a one-year longitudinal follow-up.Resuscitation plus · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundKnowledge and skills in Basic Life Support (BLS) resuscitation procedures are essential for the correct recognition of circulatory arrest and the implementation of rapid management, resulting in increased survival rate of the victim. Numerous techniques for teaching cardiopulmonary resuscitation (CPR) are being used, yet there is insufficient data on the effectiveness of using virtual reality (VR). The aim of the study was to evaluate the short- and three-month didactic effect in teaching BLS procedures and chest compressions using modern virtual reality (VR) technology.
methodsA total of 205 subjects were included in the study, assigned by randomized controlled design to a study group (A) implementing VR training and a control group (B) participating in traditional training. The participant group consisted of 73.91% women and 26.09% men, with a mean age of 21.80 ± 5.46 years. The process was divided into two stages, which assessed the level of knowledge and skills immediately after the specific type of training, as well as three months later. Practical skills were assessed in detail according to a checklist. The authors conducted a series of statistical analyses to compare the groups and indicate relationships. A significance level of α = 0.05 was assumed for all analyses.
resultsThe mean score of the overall quality of resuscitation immediately after the training in case of VR course participants was M = 45.61% (SD = 34.13), while that of the traditional course participants was M = 67.0% (SD = 32.56), with p < 0.001. The level of knowledge obtained was found to be comparable (p = 0.269). High satisfaction levels were identified by participants in both groups. The three-month evaluation (three months after the training) showed no significant intergroup differences (p = 0.218). The mean quality of resuscitation was M = 60.32% for the traditional group and 54.32% for the VR group. In the long term, it is noteworthy that there was a significant decrease in the quality of chest compressions after traditional training (by 6.68 p.p.), wherein this parameter increased among VR course participants (by 8.67 p.p.).
conclusionsTeaching methods involving virtual reality to train CPR gain three-month effectiveness that is comparable to traditional training, despite the lack of this conclusion confirmed in short-term evaluation. Modern VR technologies make it possible to achieve optimal first aid teaching results, minimizing the participation of instructors, and ensure perfect repetition of procedures, which is applicable to teaching large groups with a high level of satisfaction.
trial registrationISRCTN registry, ISRCTN71238249, 23/10/2024.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.