Trial reportBMC medical education2025
Virtual simulation experiments in medical education: technology acceptance, learning outcomes, and motivational impacts.
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 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
1 citing paper in PubMed.
- Medical Students' Acceptance of Digital Entrustable Professional Activities: Results of a Cohort Study.JMIR medical education · 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
6 authors.
Funding
Abstract
backgroundVirtual Simulation Experiments (VSE) are increasingly applied in medical education, yet their role in medical microbiology remains underexplored. This study evaluated a VSE system designed for the isolation, culture, and identification of enteric pathogens, framed by Self-Determination Theory (SDT) and the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2).
methodsNinety medical students were randomly assigned to either a VSE group or a traditional teaching group. Outcomes were assessed through operational skill and knowledge tests, supplemented by qualitative feedback.
resultsThe VSE group achieved higher scores in operational skills (89.6 ± 5.2 vs. 81.8 ± 6.3, p < 0.01) and knowledge retention (87.4 ± 4.4 vs. 81.8 ± 5.0, p < 0.01). Students reported that VSE’ immersive environment and instant feedback enhanced satisfaction and autonomy, aligning with SDT.
conclusionsVSE significantly improved learning outcomes in medical microbiology and promoted intrinsic motivation. These findings provide empirical support for integrating VSE into medical curricula and highlight the need for further research on its long-term and broader educational impact.
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What OpenQuestion holds
Registered trials
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.