ArticleCureus2026
Leveraging Virtual Reality in Pediatric Trauma Education for Pediatric and Emergency Medicine Residents.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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Who cites it
0 citing papers in PubMed.
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective Pediatric traumas are high-stakes yet relatively low-frequency events, limiting resident exposure and learning. We developed a low-cost, accessible virtual reality (VR) experience using 360-degree video to supplement pediatric trauma education and explored resident perceptions of its usability, relevance, and educational value. Methods We performed a mixed-methods descriptive study at an academic pediatric emergency department. Residents used VR headsets to experience a simulated pediatric blunt abdominal trauma resuscitation which was created with 360-degree video equipment. Interactive access points embedded within the video allowed for review of pediatric-specific considerations and Advanced Trauma Life Support concepts. Pediatric and Emergency Medicine residents provided feedback via anonymous survey with five-point Likert items assessing comfort, ease of use, usefulness, applicability, and interest in curricular integrations. Free-text responses and semi-structured interviews underwent qualitative analysis to extract themes. Results Forty-two residents completed the surveys. Most reported the experience was comfortable (n=40, 95.2%) and easy to use (n=42, 100%). Participants rated VR as useful compared with traditional resources (n=42, 100%) and applicable to clinical care (n=41, 97.6%). The majority supported incorporation of VR into the curriculum (n=38, 90.5%) and 69.0% (n=29) would use headsets for independent learning. Qualitative themes highlighted realism, improved appreciation of team dynamics, and the ability to pause for reflection. Learners requested greater interactivity and embedded knowledge checks. Conclusion A 360-degree video VR experience was a feasible and positively perceived supplementary educational modality for pediatric trauma training. Learners valued its immersive and flexible format. Our findings reflect learner perceptions rather than objective educational outcomes. Future studies should evaluate effects on knowledge acquisition, behavioral performance, long-term retention, and patient-centered clinical outcomes.
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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.