Clinical kidney journal · 2026
Implementing virtual reality for emergency training in nephrology: a large-scale study on educational impact and acceptance.
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Russ Philipp, Einloft Jonas, Morgenschweis Muriel L, Bedenbender Simon, Giesen Joy, Meyer Hendrik L, Rimpl Lukas D, Hirsch Martin C, Ganser Andre, Bonventre Joseph V, Grgic Ivica
Аннотация
BACKGROUND: Rapidly progressive glomerulonephritis (RPGN) is a prototypical nephrology emergency requiring rapid recognition and treatment. Despite the promise of immersive virtual reality (VR), nephrology lacks VR-based emergency training. Building on our initial VR simulation, we evaluated the feasibility, acceptance and effectiveness of large-scale curricular implementation.
METHODS: On the STEP-VR platform, we embedded a custom three-dimensional RPGN case as a mandatory internal medicine module for fifth-year students. Knowledge was measured pre- and post-training. Instructional design effects were tested by comparing tutor-guided versus tutorless sessions and by examining a pretesting effect. Acceptance and simulation sickness were surveyed.
RESULTS: A total of 408 students participated (mean age 25.4 years, 59.6% female). In the pretest-posttest cohort, knowledge increased after training (overall relative gain +101%; P < .001, Cohen's d = 1.30). After adjustment, tutor-guided sessions yielded higher posttest scores than tutorless sessions (+5.5 points on a 0-49 scale). Between-cohort posttest comparisons suggested an exploratory forward-testing effect (P ≤ .01). Improvements spanned RPGN recognition, urine sediment examination, laboratory and histology interpretation and hyperkalaemia management. Acceptance was high and simulation sickness was infrequent.
CONCLUSIONS: This study demonstrates the successful large-scale curricular integration of VR-based training for nephrology emergencies, confirming its feasibility and educational effectiveness. By sustainably embedding immersive VR into medical education, this approach bridges a long-standing training gap in nephrology, enhances clinical competencies, increases student engagement with the specialty and may contribute to long-term efforts to address the nephrology workforce shortage.
METHODS: On the STEP-VR platform, we embedded a custom three-dimensional RPGN case as a mandatory internal medicine module for fifth-year students. Knowledge was measured pre- and post-training. Instructional design effects were tested by comparing tutor-guided versus tutorless sessions and by examining a pretesting effect. Acceptance and simulation sickness were surveyed.
RESULTS: A total of 408 students participated (mean age 25.4 years, 59.6% female). In the pretest-posttest cohort, knowledge increased after training (overall relative gain +101%; P < .001, Cohen's d = 1.30). After adjustment, tutor-guided sessions yielded higher posttest scores than tutorless sessions (+5.5 points on a 0-49 scale). Between-cohort posttest comparisons suggested an exploratory forward-testing effect (P ≤ .01). Improvements spanned RPGN recognition, urine sediment examination, laboratory and histology interpretation and hyperkalaemia management. Acceptance was high and simulation sickness was infrequent.
CONCLUSIONS: This study demonstrates the successful large-scale curricular integration of VR-based training for nephrology emergencies, confirming its feasibility and educational effectiveness. By sustainably embedding immersive VR into medical education, this approach bridges a long-standing training gap in nephrology, enhances clinical competencies, increases student engagement with the specialty and may contribute to long-term efforts to address the nephrology workforce shortage.