The ultrasound journal · 2026
Virtual reality-based POCUS training improves short-term knowledge and learner experience in undergraduate medical students: An observational pre-post study.
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Surentheran Surentheran, Wang Eugene, Yeo George Ming Da, Khoo Charlene, Koh Zheng Ning, Foo Danella, Loh Ne Hooi Will, Balakrishnan Ashokka, Chan Gene, Paranjothy Suresh
Аннотация
BACKGROUND: This study evaluated short-term knowledge change and learner perceptions following a virtual reality (VR)-based point-of-care ultrasound (POCUS) training program for undergraduate medical students.
METHODS: A single-center observational pre-post educational evaluation was conducted within an undergraduate POCUS training course at the National University of Singapore. Students completed a self-directed online module followed by a VR simulation session covering cardiac, lung, and eFAST ultrasound. Knowledge was assessed using a 19-item multiple-choice questionnaire administered immediately before and after the VR session. Post-session survey responses assessed learner experience, usability, perceived learning benefit, and adverse effects.
RESULTS: Of 290 students who completed the pre-training assessment and participated in the VR session, 275 matched pre-post datasets were available for analysis. Mean MCQ score increased from 0.689 out of 1 (SD 0.162) before training to 0.809 out of 1 (SD 0.153) after training, corresponding to a mean paired improvement of 0.120, or approximately 2.3 additional correct answers out of 19 items (95% CI 0.104 to 0.135; p < 0.001; Cohen's dz = 0.93). Survey responses demonstrated favorable learner perceptions. Participants reporting adverse effects rated the session as less engaging than those without adverse effects.
CONCLUSIONS: VR-based POCUS simulation, delivered within a blended learning pathway, was associated with improved immediate MCQ-assessed knowledge and favorable learner perceptions. Further studies should assess effectiveness by practical skills assessment and long-term knowledge retention.
METHODS: A single-center observational pre-post educational evaluation was conducted within an undergraduate POCUS training course at the National University of Singapore. Students completed a self-directed online module followed by a VR simulation session covering cardiac, lung, and eFAST ultrasound. Knowledge was assessed using a 19-item multiple-choice questionnaire administered immediately before and after the VR session. Post-session survey responses assessed learner experience, usability, perceived learning benefit, and adverse effects.
RESULTS: Of 290 students who completed the pre-training assessment and participated in the VR session, 275 matched pre-post datasets were available for analysis. Mean MCQ score increased from 0.689 out of 1 (SD 0.162) before training to 0.809 out of 1 (SD 0.153) after training, corresponding to a mean paired improvement of 0.120, or approximately 2.3 additional correct answers out of 19 items (95% CI 0.104 to 0.135; p < 0.001; Cohen's dz = 0.93). Survey responses demonstrated favorable learner perceptions. Participants reporting adverse effects rated the session as less engaging than those without adverse effects.
CONCLUSIONS: VR-based POCUS simulation, delivered within a blended learning pathway, was associated with improved immediate MCQ-assessed knowledge and favorable learner perceptions. Further studies should assess effectiveness by practical skills assessment and long-term knowledge retention.