Previously submitted to: JMIR Medical Education (no longer under consideration since Feb 11, 2025)
Date Submitted: Dec 5, 2024
Open Peer Review Period: Dec 6, 2024 - Jan 31, 2025
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Effectiveness of VR and Traditional Training in Medical Education for Mass Casualty Management: An OSCE Evaluation
ABSTRACT
Background:
Effective training in mass casualty incidents (MCIs) is crucial for medical students, particularly in scenarios such as road traffic accidents. Traditional lecture-based training is common, while VR offers immersive and potentially superior learning. This study evaluates VR-based training against traditional methods to determine which approach better enhances both theoretical knowledge and practical skills in MCI management.
Objective:
This study aimed to evaluate the effectiveness of VR-based training compared to traditional lecture-based training for medical students in managing MCIs, specifically focusing on road traffic accidents. The primary assessment was performed using an Objective Structured Clinical Examination (OSCE) and a theoretical knowledge test
Methods:
A randomized controlled trial was conducted with 46 medical students receiving emergency medicine training. Participants were randomly assigned to either a VR group or a traditional lecture group, with each group receiving a 2-hour training session on mass casualty management. The training effectiveness was evaluated through pre- and post-training knowledge tests, OSCE performance, and post-training feedback questionnaires. Statistical analyses were performed to compare the two groups
Results:
Baseline characteristics were well-matched between groups. The VR group demonstrated significantly higher post-test scores (83.96 ± 13.11) compared to the traditional group (72.17 ± 20.89, p = 0.03). The learning gain was also significantly greater in the VR group (40.26 ± 15.61) compared to the traditional group (28.26 ± 17.04, p = 0.02). OSCE results showed the VR group consistently outperformed the traditional group across all stations, with significant improvements in triage, injury assessment, and overall scene management. Additionally, feedback from the post-training questionnaire revealed that the VR group reported greater confidence in performing critical tasks
Conclusions:
VR-based training offers a more effective and engaging approach for teaching mass casualty management compared to traditional methods. It enhances both theoretical knowledge and practical skills, helping to better prepare students for high-pressure scenarios such as MCIs. As VR technology continues to evolve, its integration into medical education holds strong potential for improving preparedness and clinical performance in emergency settings
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