Virtual Reality Training Improves Procedural Skills in Mannequin-Based Simulation in Medical Students: A Pilot Randomized Controlled Trial.

Abstract

ObjectivesThe goal of this study was to evaluate whether immersive virtual reality (VR) training used in conjunction with interactive online learning improved procedural skills in medical students, using chest tube insertion as a model.MethodsMedical students (n = 30) with limited or no experience with chest tube insertion were randomized into control and VR groups. All participants received access to a previously developed online module to learn the equipment and steps involved in performing chest tube insertion. The VR group received additional training using commercially available software. All participants were then asked to perform chest tube insertion on a standardized mannequin. Technical skills were assessed by surgical experts, blinded to the group allocation, using a modified Objective Structured Assessment of Technical Skill (OSATS) rating scale (11-items, each scored 1-5). Multiple-choice tests and a 5-point Likert-scale were used to assess theoretical knowledge and to rate confidence level before and after training. Data are presented as median and interquartile range.ResultsAfter training, all participants showed significant improvement in knowledge from baseline; rate of correct answers was 50% pre-training [40.0-66.7]; 80% post-training [73.0-93.3]; P < 0.0001). There was no statistically significant difference between the two groups in knowledge before and after training. The VR group spent <60 min in VR training and had better procedural performance (OSATS scores: controls: 39 [33-45]; VR: 46 [42.0-50]; P = 0.03) and higher confidence (controls: 3 [3-4]; VR: 4 [4-5]; P = 0.002).ConclusionsAdding VR simulation to online learning improved technical skills and confidence in medical students learning chest tube insertion.