Use of virtual simulation-based training platform on thyroid ultrasonography in medical students: a randomized controlled trial.

RATIONALE AND

OBJECTIVES

To compare the VR simulation to the traditional teaching method on thyroid ultrasound training for medical students.

MATERIALS AND

METHODS

A total of 106 medical students who had finished basic medical courses were recruited and randomly assigned to the VR group and control group. All participants received 2 theoretical lessons, followed by a practical class. The control group received PowerPoint (PPT) instruction for learning the thyroid ultrasonography process, while VR group studied the complete process via the VR platform after PPT teaching. After two weeks, all students underwent a skill examination to evaluate their performance. They were scored by 2 examiners who were blinded to group assignment on the global rating scale of ultrasonography, with a total score of 40 points. One month later, all participants were required to complete the thyroid ultrasound examination on the VR platform.

RESULTS

Ninety-one students completed the program (VR group, n = 47; control group, n = 44). The score of VR group (median, 32.5; interquartile range [IQR], 29.5-35.0) outperformed the control group (median, 31.0; IQR, 27.5-33.0, p = 0.028) on the global rating scale of ultrasonography. Meanwhile, students in the VR group (mean score, 51.5; time, 16.2min) demonstrated better performance and less time than the control group (mean score, 44.3, p = 0.002; time, 21.7min, p = 0.005) when assessed in the VR platform.

CONCLUSIONS

The VR simulation platform for thyroid ultrasound examination demonstrated promising outcomes in enhancing the skills of medical students, making it a supplementary approach to traditional teaching patterns in medical education.