Background: This study seeks to determine the benefit that virtual reality (VR) may confer over 2D in teaching first-year medical students (MS1) and second-year medical students (MS2) to suture. Methods: Ten MS1s and 12 MS2s were randomly stratified into 2 cohorts: VR and 2D. Each student watched instructional videos and performed the suturing tasks on a cadaver. Performance was blindly assessed by 2 graders. The average grade for each student was compared using one-tailed Mann-Whitney U tests and one-tailed t tests. Results: The overall global rating scale was significantly higher in the VR cohort ( P =0.04). When stratified by skill, the VR cohort scored significantly higher for subcuticular ( P =0.04). Although not significant, the VR cohort scored higher for the remaining skills. Similarly, the VR cohort had a significantly higher score for subcuticular procedural performance ( P =0.01). The remaining procedural scores did not have a significant difference. Student confidence significantly increased in both cohorts (VR, P =0.000; 2D, P =0.001). When stratified by year, both modalities significantly increased confidence for MS2s (VR MS2, P =0.000; 2D MS2, P =0.004), whereas only VR was significant for MS1s (VR MS1, P =0.000; 2D MS1, P =0.064). Conclusion: Virtual reality (VR) offers greater improvement in suturing compared with 2D, particularly for the subcuticular stitch. Both VR and 2D modalities significantly improve student confidence, with VR conferring greater benefit for MS1 students.
Rothberg et al. (2026) studied this question.