Abstract
BACKGROUND: Gynecologic pelvic exams (GPEs) are a required proficiency for healthcare trainees, yet practice opportunities are limited. The Virtual Approach to Gynecology Project aims to supplement traditional learning with a virtual-based GPE module. This study compares trainee experiences using the immersive virtual reality (VR) version to an equivalent non-immersive personal computer (PC) simulation. METHODS: Five groups of 3-5 preclinical medical students were randomized to complete one version of the GPE simulation (either the PC or VR), followed by written feedback and a structured focus group. Each group then completed the other version, after which a second written feedback form was completed, and a final focus group conducted. Focus group comments were recorded, transcribed verbatim and coded. Thematic analysis was performed on coded comments and analysis of written feedback compared Likert-scale responses of VR and PC versions. RESULTS: Twenty-two individual students enrolled and were assigned to one of five groups. Focus group discussions yielded a total of 138 responses that underwent thematic analysis. VR was unanimously preferred to the PC version, scoring significantly higher Likert-scale responses on ease of use, realism, improved comfort, and confidence. The following 3 themes emerged from the thematic analysis: (1) realism and immersiveness, (2) ease of use, and (3) enjoyment. Compared to PC, VR was found to be more realistic and enjoyable, though both versions had some reported difficulty regarding use. CONCLUSION: The immersive VR-based simulation provided a more realistic and enjoyable experience for the GPE simulation compared to the PC-based simulation and was unanimously preferred.