Virtual reality delivers comparable insights to traditional techniques in maxillofacial trauma education.

OBJECTIVE

Virtual Reality (VR) has emerged as a promising tool for enhancing medical education, particularly in surgical and anatomical training. However, its impact on the teaching of maxillofacial trauma remains underexplored. This study aimed to compare the effectiveness of 3D VR-based visualization with 3D standard visualization in diagnosing maxillofacial trauma.

METHODS

This monocentric randomized comparative study included undergraduate third-year medical students who were randomized into two groups (VR or control group) to assess their diagnostic accuracy with each visualization method. The primary outcome was the response to a short open-ended question 'What is your most accurate diagnosis?'. Secondary outcomes included the students' satisfaction, ease of use, and tolerance toward the VR tool.

RESULTS

Among the 141 medical students who participated in the study, 72 were in the VR group and 69 in the control group. No statistically significant difference was observed in diagnostic formulation scores between groups (standard group: median 4.00, IQR 3.25 [Q1 2.75-Q3 6.00]. ; VR group: median 4.00, IQR 2.02 [Q1 2.98-Q3 5.00]. ; p = 0.41). Despite this, 91 % of students reported being very satisfied with the VR experience, and 77 % considered it very beneficial for learning. Moreover, two-thirds of students reported identifying lesions using VR that were not perceived with standard 3D visualization alone.

CONCLUSION

This study suggests that VR is a valuable tool for exploring complex anatomical structures in maxillofacial trauma, with potential for enhancing diagnostic training.