Virtual reality learning: A randomized controlled trial assessing medical student knowledge of fetal development

Abstract Objective To investigate whether a virtual reality learning environment (VRLE) enhanced student understanding and knowledge compared with a traditional tutorial. Method A randomized controlled trial involving medical students from University College Dublin, Ireland. Participants were assigned to an intervention (VRLE involving a 15‐min learning experience on the stages of fetal development) or control (PowerPoint tutorial on the same topic) group. Multiple choice questionnaires (MCQs) assessed knowledge at three time points: preintervention, immediately postintervention, and 1 week postintervention. Primary outcomes were differences in MCQ knowledge scores postintervention between groups. Secondary outcomes included attitudes on the learning experience assessed using the Student Satisfaction and Self‐Confidence in Learning Scale (SCLS) and the Virtual Reality Design Scale (VRDS). Results No statistically significant between‐group differences were found in the primary outcome assessing postintervention knowledge scores. Within‐group differences in knowledge scores were significant among the three time points for both the intervention ( P < 0.01 [95% confidence interval, 5.33–6.19]) and control ( P = 0.02 [95% confidence interval, 5.74–6.49]) groups. Mean levels of satisfaction and self‐confidence in learning were higher in the intervention group compared with the control group: 54.2 (standard deviation, 7.5) and 50.5 (standard deviation, 7.2), respectively ( P = 0.21). Conclusion VRLEs are a learning tool that can support knowledge development.