What question did this study set out to answer?

This study aims to evaluate the effectiveness of a novel synchronized virtual reality intervention for training in plastic surgery.

March 29, 2026

SRS146 - Novel remote synchronised virtual reality training in plastic and reconstructive surgery by the Virtual Reality in Medicine and Surgery (VRiMS) Women in Surgery (WinS) group

Key Points

This study aims to evaluate the effectiveness of a novel synchronized virtual reality intervention for training in plastic surgery.
Conducted a prospective multi-centre feasibility study across 5 UK sites.
Used cadaveric 360° VR simulations and 3D anatomical exploration sessions.
Administered pre- and post-session surveys to assess confidence and understanding.
Mean procedural confidence increased from 1.82 to 4.09 (P < 0.001).
Mean anatomical understanding increased from 2.00 to 3.91 (P < 0.001).
Improvements were especially noted in early-stage learners with no prior operative exposure.
Participants found the synchronized VR format enhanced engagement and accessibility.

Abstract

Abstract Introduction Training in plastic and reconstructive surgery is constrained by reduced theatre exposure, variable case variety and supervision. Virtual reality (VR) provides an immersive, standardised learning environment that overcomes geographic and logistical barriers, while enabling exposure to rare, technically demanding scenarios. The benefits of cognitive offloading in VR learning are increasingly recognised in skill acquisition. Building on the demonstrated effectiveness of previous VRiMS training modules (n = 1500), this study evaluates the first-of-its-kind synchronised VR teaching intervention focused on key areas of plastic surgery and immersive approaches demonstrating anterolateral thigh (ALT) flap. Methods A prospective, multi-centre feasibility study was conducted across 5 distant sites in the UK. The VRiMS Women in Surgery (WinS) regional representatives in Liverpool, London, Bristol, Brighton and Buckinghamshire attended remote, synchronised workshops consisting of cadaveric 360° VR simulation of the procedure and 3D anatomical exploration session. Pre- and post-session surveys assessed procedural confidence, anatomical understanding and user experience using Likert-scale tools. Results 11 medical students (WinS group) completed paired surveys. Mean procedural confidence increased from 1.82 to 4.09 (P 0.001), while anatomical understanding increased from 2.00 to 3.91 (P 0.001), with particular improvement in early-stage learners without prior operative exposure. Participants reported that the synchronised VR format enhanced engagement and accessibility of surgical education. Conclusions This novel synchronised VR teaching intervention demonstrated significant improvements in learner confidence and was well-received across sites. The findings support the feasibility and educational value of scalable, multi-centre VR teaching as an innovative adjunct to traditional surgical training in plastic and reconstructive surgery.

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