Currently submitted to: JMIR Research Protocols
Date Submitted: Mar 4, 2026
Open Peer Review Period: Mar 6, 2026 - May 1, 2026
(currently open for review)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Immersive 3D Simulation vs. Physical Models in Training Novices for Laser-based Endourological Procedures - Research Protocol for a Randomized Controlled Trial
ABSTRACT
Background:
Simulation-based learning (SBL) constitutes a valuable component of medical training, with immersive 3D simulations and physical simulations being commonly used. Immersive 3D simulation training has been proven to enhance procedural skills and their transfer, whereas physical simulators allow for haptic feedback. However, direct comparative evidence between these two simulation modalities is scarce and often does not address cognitive, motivational and perceived learning outcomes, which also have an effect on learning outcomes.
Objective:
The objective of this study is to determine the differences in procedural performance alongside cognitive load, motivation, and perceived learning between when teaching novice trainees endourological laser-based procedures using immersive 3D simulation and physical simulation.
Methods:
We will conduct a single-center, two-group randomized controlled trial with 100 medical students who are currently in their final year of undergraduate medical studies. Each participant will complete one training session on either the immersive 3D simulation or the physical simulator followed by one post-training test on the physical simulator. Technical performance will be assessed using a blinded, Objective Structured Assessment of Technical Skills (OSATS) based composite including efficiency, safety and task completion. Furthermore, we will measure motivation, cognitive load, and perceived learning. To analyze group differences in the primary and secondary outcomes we will use independent sample t-tests.
Results:
Recruitment will start in September 2026. We will begin with the training sessions and post-training tests in November 2026. We expect to complete data collection by December 2026, and finish analyzing by February 2027. Consequently, we expect to publish the results in April 2027.
Conclusions:
By integrating technical performance with cognitive, motivational, and perceived learning outcomes this study will clarify not only whether, but also how, immersive 3D and physical simulation differently support learning in endourological training. Furthermore, it aims to inform the evidence-based development of simulation curricula in medical education.
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