Sumy State University, Kharkivs'ka St 116, Sumy, Sumy Oblast, Ukraine.
Sumy State University, Kharkivs'ka St 116, Sumy, Sumy Oblast, Ukraine.
J Med Imaging Radiat Sci. 2024 Dec;55(4):101767. doi: 10.1016/j.jmir.2024.101767. Epub 2024 Sep 26.
This study investigates the impact of Immersive Virtual Reality (VR) on learning outcomes in radiography training using Virtual Medical Coaching's X-Ray Pro VR software. VR offers immersive experiential learning that may enhance academic performance and professional preparedness.
The study involved 130 students from two consecutive cohorts: one using traditional training methods and the other using VR software. We employed a mixed-methods approach, integrating quantitative measures of academic performance and clinical competency with qualitative insights into student engagement, enjoyment, and stress levels. The VR group used Virtual Medical Coaching simulation software, while the traditional group used physical simulation machines (Siemens Healthineers) to practice positioning anthropomorphic manikins, adjusting exposure settings, and handling X-ray equipment. Data were collected at four points: immediately post-training and at 1 month, 3 months, and 8 months follow-up.
The VR cohort showed significantly higher knowledge retention, work readiness, and lower stress levels compared to the traditional cohort. Among the participants trained in VR, a vast majority (59 out of 65) reported a high level of satisfaction with the immersive nature of the training, emphasizing its realism and direct applicability to clinical scenarios. Quantitative analysis revealed superior performance metrics for the VR group across all measured time points (p < 0.001). Qualitative feedback highlighted enhanced engagement and enjoyment among VR-trained students.
The results of this study clearly indicate that VR training significantly enhances learning outcomes in radiography education. The VR cohort exhibited higher knowledge retention, work readiness, student engagement, and enjoyment, along with lower stress levels and higher confidence compared to the traditional cohort. These findings support the integration of VR into professional training curricula to improve student performance and engagement.
本研究旨在探讨 Immersive Virtual Reality（VR）在放射学培训中的应用效果，使用 Virtual Medical Coaching 的 X-Ray Pro VR 软件进行培训。VR 提供沉浸式体验式学习，可能会提高学术表现和专业准备度。
本研究涉及两个连续队列的 130 名学生：一组使用传统培训方法，另一组使用 VR 软件。我们采用了混合方法，将学术表现和临床能力的定量测量与学生参与度、享受度和压力水平的定性见解相结合。VR 组使用 Virtual Medical Coaching 模拟软件，而传统组使用物理模拟机（Siemens Healthineers）练习定位人体模型、调整曝光设置和操作 X 光设备。数据在四个时间点收集：培训后立即以及 1 个月、3 个月和 8 个月的随访。
与传统组相比，VR 组的知识保留率、工作准备度更高，压力水平更低。在接受 VR 培训的参与者中，绝大多数（59 人中有 65 人）对培训的沉浸式性质表示高度满意，强调其真实性和对临床场景的直接适用性。定量分析显示，VR 组在所有测量时间点的表现指标均优于传统组（p < 0.001）。定性反馈强调了 VR 培训学生的更高参与度和享受度。
本研究结果清楚地表明，VR 培训显著提高了放射学教育的学习成果。与传统组相比，VR 组表现出更高的知识保留率、工作准备度、学生参与度和享受度，压力水平更低，信心更高。这些发现支持将 VR 纳入专业培训课程，以提高学生的表现和参与度。
