822 Burn Bright, Learn Brighter: Igniting Expertise in Burns Care with Virtual Reality

Aim To assess the effectiveness of a burns assessment and management course for junior doctors, comparing virtual reality (VR) training with traditional didactic instruction and moulage. Method Foundation doctors (n=36) were divided into two groups: one receiving VR training and the other traditional instruction with in-person moulage practicals covering burns assessment and emergency management. An objective structured clinical examination (OSCEs) and pre, post and 6-weeks post-course questionnaires assessed knowledge retention and performance. Analysis involved paired sample t-tests. Qualitative analysis evaluated post course feedback. Results The VR group exhibited a significant increase in burns assessment accuracy and knowledge (p<0.05) but a decrease in burns management (p<0.05) compared to the control group in the OSCE. Both groups demonstrated significant improvement of 24% (VR, p<0.05) and 21% (control, p<0.05) in knowledge post-course. There was also significant retention at 6-weeks, with mean improvement of 19% (VR, p<0.05) and 17% (control, p<0.05). Qualitative feedback highlighted the VR's superior visualisation in assessment scenarios, while moulage-based practicals were perceived as more realistic for burns management. 33% considered an occupation in burns as a subspecialty, 100% reported increased confidence in burns assessment and management. Conclusions VR training proved effective in enhancing burns assessment skills, but its realism in burns management scenarios was questioned. Integrating VR alongside traditional methods demonstrated a comprehensive improvement in participants' overall burns care competency and a notable boost in confidence levels. Findings underscore the importance of balancing technological advancements with practical realism in plastic surgery education.