Abstract
INTRODUCTION: Due to the changing demands in medical education, there is a necessity to increase the extent and quality of practical teaching. Virtual Reality (VR) enforces learning from simulated experience due to its immersive and interactive environment. METHODS: VR-based training sessions were implemented as the last module before medical students were entering their clerkship. 84 students were enrolled in this study. 24 of them were active users in complex VR-based emergency scenarios (AU) while the other 60 students were observers (OBS). A questionnaire was completed pre - and post intervention to evaluate motion sickness, intuitive use, immersive experience, subjective learning and perceived competence. RESULTS: Overall, the implementation into the surgical curriculum was feasible. The technical aspects of the program, particularly regarding usability, were generally well-rated by the AU. The degree of immersion and the subjective learning success were reported higher by AU compared to OBS. In the pre/post comparison, a nuanced picture emerged with a significant increase in competence in diagnostic reasoning and initiation of a treatment algorithm, while other competency facets showed no change. CONCLUSION: VR can be seen as a good teaching tool in medical education as it improved the subjective learning experience and perceived competence of students. However, for complex clinical emergencies, prior knowledge is usually required, which is why such scenarios are preferably implemented in later stages of the curriculum.