Virtual patients, real learning: extended reality simulation for clinical menopause education.

OBJECTIVE

To develop and evaluate the acceptability and effectiveness of an extended reality (XR) avatar-based menopause education simulation module for the clinical training of OB/GYN residents.

METHODS

This menopause education pilot recruited 57 OB/GYN residents from nine institutions via listservs and snowball sampling. Participants completed a menopause-focused XR avatar simulation module developed using Kern's curriculum design framework and guided by APGO/CREOG objectives and national guidelines. Learners completed an 11-item preintervention and postintervention assessment measuring usability and satisfaction (Kirkpatrick Level 1: reaction outcomes) and knowledge and self-reported confidence (Level 2: learning outcomes). Descriptive statistics summarized additional outcomes, and paired t tests were used to evaluate changes in knowledge. We also conducted a brief descriptive review of voluntary free-text comments.

RESULTS

From preintervention to postintervention, mean knowledge scores improved from 79.8% to 82.8% ( P =0.028). Participants reported improved preparedness and confidence across multiple domains: 59% improvement in overall readiness to manage menopause, 50% in comfort managing hormone therapy, and 39% in managing nonhormone therapy. No learners reported feeling "not at all prepared" postintervention. Most rated the module as effective (63%) and more engaging than lectures (60%); 96% would recommend it. Narrative feedback endorsed the module as valuable while suggesting improvements in interactivity, content depth, and avatar responsiveness.

CONCLUSIONS

The XR simulation module demonstrated acceptability and effectiveness in enhancing clinical menopause training. Results support its potential as a scalable educational tool to address gaps in clinical menopause education.