Dose–response of virtual reality training of paediatric emergencies in a randomised simulation‐based setting

Abstract

AbstractAimTo determine the effect of different virtual reality training intervals on individual performance to facilitate the optimal implementation of medical virtual reality training.MethodsEmergency scenarios in virtual reality were performed by 36 medical students from the Medical University of Vienna. After baseline training, the participants were randomised into three groups of equal size and underwent virtual reality training at different time intervals (monthly, one training after 3 months, and no further training) before undergoing final assessment training after 6 months.ResultsGroup A, with monthly training exercises, improved their performance score significantly by 1.75 mean score points compared with Group B, who repeated baseline training after 3 months. Statistically significant difference was indicated when comparing Group A with Group C, which was not further trained and served as the control group.ConclusionOne‐month intervals are associated with statistically significant performance improvements compared with additional training after 3 months and to a control group without regular training. The results show that training intervals of 3 months or longer are insufficient to achieve high performance scores. Virtual reality training is a cost‐effective alternative to conventional simulation‐based training for regular practice.