Impact of an immersive video program on training for Objective Structured Clinical Examinations (OSCE) in lumbar puncture: a randomized controlled trial

As part of the preparation for Objective Structured Clinical Examinations (OSCE), mastery of technical procedures is crucial. Among these, lumbar puncture (LP) is a complex procedure requiring training. Considering the development of simulation in healthcare, the aim of this study was to compare the effectiveness of three teaching methods (360° immersive video, 2D video and PowerPoint lecture) on OSCE performance during a LP procedure and student anxiety. We conducted a randomized, controlled, single-center interventional study with three parallel arms. The assessment was based on the score obtained at a standardized OSCE lumbar puncture station, and on the change in anxiety measured by the State Trait Anxiety Inventory before the intervention and before the OSCE. A subgroup of the virtual reality (VR) arm also participated in semi-structured interviews for further qualitative analysis. One hundred and two medical students from Grenoble Alpes University were included. No statistically significant differences were found between the groups in terms of performance ( p = 0.180) or changes in anxiety ( p = 0.456), despite a slightly higher mean score in the VR group. Qualitative analysis, however, suggests a better user experience, increased motivation and perception of added value. Although the quantitative results did not show a clear superiority of any modality, virtual reality seems to be perceived positively by students, particularly in terms of engagement and understanding of the procedure. Future integration of immersive content into the medical curriculum could represent an interesting pedagogical lever to develop.