Abstract Background Rapidly progressive glomerulonephritis (RPGN) is a prototypical nephrology emergency requiring rapid recognition and treatment. Despite the promise of immersive virtual reality (VR), nephrology lacks VR-based emergency training. Building on our initial VR simulation, we evaluated feasibility, acceptance, and effectiveness of large-scale curricular implementation. Methods On the STEP-VR platform, we embedded a custom 3D RPGN case as a mandatory internal-medicine module for fifth-year students. Knowledge was measured pre- and post-training. Instructional design effects were tested by comparing tutor-guided vs tutorless sessions and by examining a pretesting effect. Acceptance and simulation sickness were surveyed. Results A total of 408 students participated (mean age 25.4 years; 59.6% female). In the pretest-posttest cohort, knowledge increased after training (overall relative gain + 101%, P 0.001, Cohen’s d = 1.30). After adjustment, tutor-guided sessions yielded higher posttest scores than tutorless sessions (+5.5 points on a 0–49 scale). Between-cohort posttest comparisons suggested an exploratory forward-testing effect (P ≤ 0.01). Improvements spanned RPGN recognition, urine sediment examination, laboratory and histology interpretation, and hyperkalemia management. Acceptance was high, and simulation sickness was infrequent. Conclusion This study demonstrates the successful large-scale curricular integration of VR-based training for nephrology emergencies, confirming its feasibility and educational effectiveness. By sustainably embedding immersive VR into medical education, this approach bridges a long-standing training gap in nephrology, enhances clinical competencies, increases student engagement with the specialty, and may contribute to long-term efforts to address the nephrology workforce shortage.
Russ et al. (Thu,) studied this question.