Boosting electrocardiography leads location training through virtual reality simulation: effects on skill performance and learner satisfaction.

Fatemeh Kermanian, Parham Safiyari, Gholamreza Hassanzadeh, Rita Mojtahedzadeh, Aeen Mohammadi

Abstract read

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Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 · Who and what money

Authors and funding

5 authors.

Fatemeh KermanianDepartment of Anatomy, School of Medicine, Alborz University of Medical Sciences, Karaj, Iran.

Parham SafiyariDepartment of Computer Engineering, Faculty of Engineering, University of Kurdistan, Sanandaj, Iran.

Gholamreza HassanzadehDepartment of Anatomy, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.

Rita MojtahedzadehDepartment of E-Learning in Medical Education, Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.

Aeen MohammadiDepartment of E-Learning in Medical Education, Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran. aeen_mohammadi@tums.ac.ir.

Funding

Alborz University of Medical Sciences 6640

6 · The paper itself

Abstract

backgroundThe purpose of this study was to investigate the effect of electrocardiography lead placement training on the performance and satisfaction of medical students using VR and compare it with training on a real patient and training on a mannequin.

methodsThis was a true experimental study. Ninety undergraduate medical students in the internal medicine rotation course were included in the study. The simulation software for the insertion of electrocardiography lead placement training was designed. The students were then divided into three groups. Practical training for lead placement was conducted via three methods: training on a real patient, a mannequin, and training through VR simulation. The course was evaluated through the DOPS (Direct Observation of Procedural Skills) test and the satisfaction survey form.

resultsThe analysis of the DOPS test scores revealed a significant difference between the VR group and the other two groups (patient: 15.2 (1.89), mannequin: 15.3 (1.71) and VR: 17.5 (1.35)) (P value < 0.001). The results of the survey also indicated that the satisfaction of the students in the VR group was significantly greater than that of the other two groups of patients: (0.24) 1.74, (0.18) 1.76 and (0.18) 2.35 (P value < 0.001).

conclusionConsidering the attractiveness of VR, the use of this software along with other teaching models in anatomy education can increase the motivation and satisfaction of learners.

Indexed as

Clinical CompetenceEducation, Medical, UndergraduateElectrocardiographySimulation TrainingStudents, MedicalVirtual RealityFemaleHumansMaleManikinsPersonal SatisfactionAnatomyMedical educationSimulationVirtual reality

Identifiers

PMID42399889

DOI10.1186/s12909-026-09854-9

PMCPMC13602544

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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.