JMIR medical education · 2026
Development and Educational Evaluation of a Radiation Visualization System in a Virtual Reality Training Module for Radiopharmaceutical Administration: Mixed Methods Study of Students' Learning Experiences.
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Kakimoto Akihiro, Fujise Daisuke, Watanabe Shota, Otaka Yutaka, Minemoto Sakura, Yasumatsu Ayaka, Hasegawa Shin
Аннотация
BACKGROUND: Our research group previously developed a virtual reality (VR) training module for radiopharmaceutical administration, focusing on procedural skills and patient interactions. The module's educational effectiveness was validated with objective measures, such as electroencephalography and mood assessments.
OBJECTIVE: The authors aimed to extend the module by integrating a radiation visualization system that renders otherwise invisible radiation fields within an immersive VR environment, and to compare students' learning experiences associated with the module with those associated with conventional hands-on training.
METHODS: Twenty students enrolled in a radiological technician training program participated in this study. Students' learning experiences were evaluated using Likert-scale-based questionnaires, together with qualitative analysis of open-ended responses.
RESULTS: VR-based training was associated with significantly higher ratings for students' conceptual understanding of radiation behavior, radiation safety awareness, learning satisfaction, and self-assessed competency than conventional training. Conversely, perceived realism and immersion were rated significantly higher following conventional training. No significant differences were observed for operational understanding, technical skills, or system usability.
CONCLUSIONS: These findings suggest that the developed VR module offers a safe and repeatable training platform that may support positively perceived learning experiences in radiopharmaceutical administration and radiation safety education.
OBJECTIVE: The authors aimed to extend the module by integrating a radiation visualization system that renders otherwise invisible radiation fields within an immersive VR environment, and to compare students' learning experiences associated with the module with those associated with conventional hands-on training.
METHODS: Twenty students enrolled in a radiological technician training program participated in this study. Students' learning experiences were evaluated using Likert-scale-based questionnaires, together with qualitative analysis of open-ended responses.
RESULTS: VR-based training was associated with significantly higher ratings for students' conceptual understanding of radiation behavior, radiation safety awareness, learning satisfaction, and self-assessed competency than conventional training. Conversely, perceived realism and immersion were rated significantly higher following conventional training. No significant differences were observed for operational understanding, technical skills, or system usability.
CONCLUSIONS: These findings suggest that the developed VR module offers a safe and repeatable training platform that may support positively perceived learning experiences in radiopharmaceutical administration and radiation safety education.