What type of study is this?

This is a Quantitative Study study.

October 17, 2025

Virtual Reality-An Innovative Tool in Medical Education

Key Points

VR-based training improves neuroanatomy learning outcomes compared to traditional teaching methods, particularly when introduced early.
Students receiving VR sessions had mean scores of 14.1 compared to 10.3 in traditional groups, showing significant improvement.
The study employed a mixed-effects linear model to analyze knowledge acquisition among 117 undergraduate medical students.
These findings support integrating VR into medical curricula to enhance engagement and retention, indicating its potential in surgical education.

Abstract

Abstract Background Virtual reality (VR) is increasingly recognized as a promising tool in medical education, offering immersive, interactive, and risk-free learning experiences. Its ability to provide three-dimensional visualization of complex anatomical structures may overcome limitations of traditional didactic lectures and cadaver-based learning. Objective This study evaluated the effectiveness of VR-based neuroanatomy training compared to conventional teaching methods among undergraduate medical students. Methods A total of 117 final-year MBBS students at SRIHER were enrolled between December 2024 and April 2025. Students were stratified into three groups with comparable baseline scores. Group 1 received lectures and notes, Group 2 received lectures plus VR sessions on skull base and Circle of Willis models, and Group 3 initially received lectures and notes followed by delayed VR exposure. Knowledge acquisition was assessed using pre-tests, immediate post-tests, and a three-month delayed post-test. Statistical analysis employed a mixed-effects linear model to account for repeated measures and attrition. Results Group 2 demonstrated significantly higher mean scores in the first post-test (14.1 vs. 10.3 in traditional groups; p = 0.03). At the three-month follow-up, Group 2 maintained superior performance, while Group 3 (delayed VR) showed intermediate improvement compared to controls. Attrition was markedly lower among students exposed to VR (98.4% vs. 58.9%), suggesting higher engagement and sustained interest. Qualitative feedback revealed increased motivation and a notable rise in interest in neurosurgery careers (from 3 to 27 students). Conclusion VR-based training significantly enhances neuroanatomy learning outcomes compared to conventional teaching, particularly when introduced early. Its immersive and interactive features promote deeper engagement, retention, and motivation. While cost remains a barrier, VR holds strong potential as a sustainable adjunct to medical curricula and a means to inspire interest in surgical specialities.

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