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Background <p>Virtual reality (VR) is increasingly recognized as a promising tool in medical education, offering immersive, interactive, and risk-free learning experiences. Its ability to provide three-dimensional visualization of complex anatomical structures may overcome limitations of traditional didactic lectures and cadaver-based learning.</p> Objective <p>This study evaluated the effectiveness of VR-based neuroanatomy training compared to conventional teaching methods among undergraduate medical students.</p> Methods <p>A total of 117 final-year MBBS students at SRIHER were enrolled between December 2024 and April 2025. Students were stratified into three groups with comparable baseline scores. Group 1 received lectures and notes, Group 2 received lectures plus VR sessions on skull base and Circle of Willis models, and Group 3 initially received lectures and notes followed by delayed VR exposure. Knowledge acquisition was assessed using pre-tests, immediate post-tests, and a three-month delayed post-test. Statistical analysis employed a mixed-effects linear model to account for repeated measures and attrition.</p> Results <p>Group 2 demonstrated significantly higher mean scores in the first post-test (14.1 vs. 10.3 in traditional groups; <i>p</i> = 0.03). At the three-month follow-up, Group 2 maintained superior performance, while Group 3 (delayed VR) showed intermediate improvement compared to controls. Attrition was markedly lower among students exposed to VR (98.4% vs. 58.9%), suggesting higher engagement and sustained interest. Qualitative feedback revealed increased motivation and a notable rise in interest in neurosurgery careers (from 3 to 27 students).</p> Conclusion <p>VR-based training significantly enhances neuroanatomy learning outcomes compared to conventional teaching, particularly when introduced early. Its immersive and interactive features promote deeper engagement, retention, and motivation. While cost remains a barrier, VR holds substantial potential as a sustainable adjunct to medical curricula and a means to inspire interest in surgical specialities.</p>

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Virtual reality—an innovative tool in medical education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月5日

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  • Marianne Priyanka Kapoor,
  • Sai Sriram Swamiyappan,
  • Nisha Dubey,
  • Vivek Visveswaran

摘要

Background

Virtual reality (VR) is increasingly recognized as a promising tool in medical education, offering immersive, interactive, and risk-free learning experiences. Its ability to provide three-dimensional visualization of complex anatomical structures may overcome limitations of traditional didactic lectures and cadaver-based learning.

Objective

This study evaluated the effectiveness of VR-based neuroanatomy training compared to conventional teaching methods among undergraduate medical students.

Methods

A total of 117 final-year MBBS students at SRIHER were enrolled between December 2024 and April 2025. Students were stratified into three groups with comparable baseline scores. Group 1 received lectures and notes, Group 2 received lectures plus VR sessions on skull base and Circle of Willis models, and Group 3 initially received lectures and notes followed by delayed VR exposure. Knowledge acquisition was assessed using pre-tests, immediate post-tests, and a three-month delayed post-test. Statistical analysis employed a mixed-effects linear model to account for repeated measures and attrition.

Results

Group 2 demonstrated significantly higher mean scores in the first post-test (14.1 vs. 10.3 in traditional groups; p = 0.03). At the three-month follow-up, Group 2 maintained superior performance, while Group 3 (delayed VR) showed intermediate improvement compared to controls. Attrition was markedly lower among students exposed to VR (98.4% vs. 58.9%), suggesting higher engagement and sustained interest. Qualitative feedback revealed increased motivation and a notable rise in interest in neurosurgery careers (from 3 to 27 students).

Conclusion

VR-based training significantly enhances neuroanatomy learning outcomes compared to conventional teaching, particularly when introduced early. Its immersive and interactive features promote deeper engagement, retention, and motivation. While cost remains a barrier, VR holds substantial potential as a sustainable adjunct to medical curricula and a means to inspire interest in surgical specialities.