Virtual Reality simulation and Video Lecture are Equally Effective in Abscess Incision Training: A Multicentre Randomised Controlled Trial

• Published in: Simulation & gaming Vol. 55; no. 4; pp. 776 - 785
• Main Authors: Nuutinen, Henrik, Bister, Ville, Koljonen, Virve
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.08.2024; SAGE PUBLICATIONS, INC
• Subjects: Abscesses; College students; Colleges & universities; Computer Simulation; Confidence; Helmet mounted displays; Learning; Lecture Method; Medical education; Medical materials; Medical students; Randomized Controlled Trials; Simulation; Students; Subgroups; Video Technology; Virtual reality; gamification; head mounted display; virtual reality; video; simulation; randomized controlled trial
• ISSN: 1046-8781; 1552-826X
• DOI: 10.1177/10468781241237545

Introduction The aim of the study was to evaluate undergraduate medical students’ knowledge and self-confidence to perform abscess incision after virtual reality-simulation or video lecture. Pre and post-knowledge assessment was conducted. Materials and Methods This was a multicentre randomised controlled trial from October 2021 to January 2022. The study was carried out at two universities providing medical education. Undergraduate medical students were randomized into either fully immersive head mounted display virtual reality-simulation (VR) or video lecture. Pre- and post-learning surveys probed self-confidence and student’s own assessment of competence. Participants were third-, fourth- and fifth-year medical students from the University of Eastern Finland and the University of Helsinki. All students were sent an email informing them of the opportunity to participate in this voluntary study. All willing students were included in the study. Results 42 medical students participated in the study. Most were fourth year medical students, 52% of the participants had previously used VR in some context and the mean age of participants was around 25 years. Both methods increased knowledge and self-confidence equally. In VR subgroup, those with technical support available experienced greater learning than those without. Conclusions Interestingly, in the present study, both VR and video lecture increased knowledge and professional self-confidence equally.