Abstract
Background Objective Structured Clinical Examinations (OSCEs) are a crucial part of medical school assessments, evaluating core clinical skills such as history-taking and communication. As medical school cohorts grow, delivering these resource-intensive examinations becomes increasingly challenging for educators. Students are known to have anxiety when facing OSCEs. This can be lessened with increased bedside teaching and clinical practice opportunities, which can be limited for students in the pre-clinical phase of medical school. Technology-enhanced learning (TEL), including affordable 360-degree video simulations, offers a viable alternative to face-to-face training. This study aims to demonstrate the non-inferiority of 360-degree resources compared to traditional teaching for OSCE preparation, providing an effective independent study tool. Methods Pre-clinical medical students were recruited (n=16) and randomly assigned to the virtual reality (VR) or control group. The virtual reality group utilised 360-degree videos. The control group received a traditional PowerPoint for OSCE preparation. Pre- and post-intervention questionnaires measuring self-perceived confidence and anxiety were completed by both groups. Students in the virtual reality group participated in focus groups to share their experiences. Results There was a statistically significant increase in confidence for OSCEs in both groups (n=12), demonstrating the non-inferiority of the virtual reality resource. The virtual reality group showed a significant increase in self-reported confidence (p=0.0117), and although their anxiety decreased, this was not statistically significant (p=0.1019). Thematic analysis highlighted the benefit of video in reducing anxiety and creating an immersive learning environment. Conclusion VR resources such as 360-degree videos show promise as a tool to prepare pre-clinical medical students for OSCEs, improving confidence and preparedness whilst reducing anxiety. The resource is especially promising in improving the diversity of patient cases. Whilst there is room for improvement in optimising the VR experience and expanding access, the findings support the inclusion of immersive technologies in medical education.