Currently submitted to: JMIR XR and Spatial Computing (JMXR)
Date Submitted: Mar 31, 2026
Open Peer Review Period: Apr 3, 2026 - May 29, 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Warning: This is an author submission that is not peer-reviewed or edited.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 Virtual Reality and 3-Dimensional Training in Postgraduate and Advanced Surgical Education: A Narrative Review
ABSTRACT
Background:
Immersive virtual reality (VR) and 3-dimensional (3D) training technologies are increasingly being adopted in postgraduate and advanced surgical education because they can provide interactive, repeatable, and clinically relevant learning experiences in safe and controlled environments. Their growing relevance is particularly evident in settings where operative exposure is constrained, patient safety is paramount, and trainees must refine technical performance, decision-making, and team-based skills beyond the novice level.
Objective:
This narrative review aimed to synthesize current evidence on the use of immersive VR and 3D training in advanced medical and surgical education, with a focus on educational effectiveness, learner experience, and practical considerations for safe and evidence-informed implementation.
Methods:
A focused narrative review of the literature was conducted using targeted searches of major biomedical and education databases, supplemented by manual review of reference lists from key articles. Priority was given to studies and reviews addressing postgraduate medical education, surgical simulation, specialty-specific procedural training, robotic curricula, team-based learning, nontechnical skills, and implementation factors relevant to repeated immersive use.
Results:
Current literature indicates that immersive VR can improve knowledge acquisition, procedural familiarization, technical performance, and selected nontechnical skills when used as an adjunct to conventional teaching. Evidence from surgical training supports its role in skill transfer, team-based learning, and specialty-specific rehearsal, including orthopedic and robotic curricula. Reported adverse effects include cybersickness, dizziness, nausea, visual discomfort, fatigue, and emotional strain, with risk modulated by hardware quality, software design, session duration, and individual susceptibility.
Conclusions:
Current evidence supports immersive VR as a valuable complementary modality in postgraduate and advanced surgical education. Effective integration requires learner-centered, evidence-informed, and safety-conscious implementation. Future research should prioritize standardized frameworks, robust comparative trials, and clearer evidence on how immersive VR can best support progressive clinical-surgical development across levels of expertise. Clinical Trial: NOT APPLICABLE
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Copyright
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