ArticleBMC medical education2025
Virtual reality-an innovative tool in medical education.
Article 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 5 papers.
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Who cites it
5 citing papers in PubMed.
- Evaluating knowledge acquisition, confidence, and cognitive workload in immersive virtual reality anatomy education: a prospective study of medical students.Surgical and radiologic anatomy : SRA · 2026Article
- Virtual reality applications in emergency nursing education: a scoping review.BMC medical education · 2026Article
- Using design thinking to identify training needs in CPR education: a qualitative study with nursing students and professionals.BMC nursing · 2026Article
- Evaluation of virtual reality versus plastinated specimens in musculoskeletal anatomy education for second year medical students.Scientific reports · 2026Article
- Effective approaches towards teaching human anatomy among MBBS students in India.Bioinformation · 2026Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundVirtual reality (VR) is increasingly recognized as a promising tool in medical education, offering immersive, interactive, and risk-free learning experiences. Its ability to provide three-dimensional visualization of complex anatomical structures may overcome limitations of traditional didactic lectures and cadaver-based learning.
objectiveThis study evaluated the effectiveness of VR-based neuroanatomy training compared to conventional teaching methods among undergraduate medical students.
methodsA total of 117 final-year MBBS students at SRIHER were enrolled between December 2024 and April 2025. Students were stratified into three groups with comparable baseline scores. Group 1 received lectures and notes, Group 2 received lectures plus VR sessions on skull base and Circle of Willis models, and Group 3 initially received lectures and notes followed by delayed VR exposure. Knowledge acquisition was assessed using pre-tests, immediate post-tests, and a three-month delayed post-test. Statistical analysis employed a mixed-effects linear model to account for repeated measures and attrition.
resultsGroup 2 demonstrated significantly higher mean scores in the first post-test (14.1 vs. 10.3 in traditional groups; p = 0.03). At the three-month follow-up, Group 2 maintained superior performance, while Group 3 (delayed VR) showed intermediate improvement compared to controls. Attrition was markedly lower among students exposed to VR (98.4% vs. 58.9%), suggesting higher engagement and sustained interest. Qualitative feedback revealed increased motivation and a notable rise in interest in neurosurgery careers (from 3 to 27 students).
conclusionVR-based training significantly enhances neuroanatomy learning outcomes compared to conventional teaching, particularly when introduced early. Its immersive and interactive features promote deeper engagement, retention, and motivation. While cost remains a barrier, VR holds substantial potential as a sustainable adjunct to medical curricula and a means to inspire interest in surgical specialities.
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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.