Accepted for/Published in: JMIR Medical Education
Date Submitted: Jan 18, 2025
Date Accepted: Feb 2, 2026
Date Submitted to PubMed: Mar 11, 2026
Immersive Virtual Reality Training to Improve Novice Physicians’ Emergency Response Skills: A Randomized Controlled Trial
ABSTRACT
Background:
Simulation-based training is essential for preparing medical interns to manage high-stakes emergencies. However, the comparative effectiveness of virtual reality (VR) and high-fidelity simulation (HFS) remains underexplored.
Objective:
This study aimed to evaluate and compare and the effectiveness of virtual reality (VR) and high-fidelity simulation (HFS) in enhancing emergency response skills and confidence among novice physicians.
Methods:
A randomized controlled trial was conducted with 168 medical interns assigned to VR (n = 81) or HFS (n = 87) training simulated managing patients with low oxygen saturation. Confidence and satisfaction were measured via pre- and post-training surveys, and real-world response skills were assessed through focus group interviews (FGIs).
Results:
A total of 164 medical interns (all of Korean ethnicity) were included in the final analysis with four participants excluded due to incomplete survey data: 79 in the VR group and 85 in the HFS. Both VR and HFS significantly increased confidence in managing oxygen desaturation (pre-training mean: 3.78 to post-training mean: 6.20; a 10-point scale, t(163) = −14.04, P < .001), with no significant difference between groups (F(1,162) = 3.28, P = .07). Satisfaction was higher in the HFS (t(162) = 2.29, P = .02). FGIs identified distinct strengths: VR offered immersive, focused learning, while HFS provided realistic, hands-on experience. Both methods enhanced clinical skills and behavioral responses, with high usability scores and unique advantages for each.
Conclusions:
VR is a viable alternative to HFS for emergency response training, offering comparable improvements in confidence and preparedness. Its scalability and accessibility make it a cost-effective solution for educational programs. Clinical Trial: ClinicalTrials.gov NCT06295887
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