Teach the unteachable with a virtual reality (VR) brain death scenario - 800 students and 3 years of experience

Junga, Anna; Kockwelp, Pascal; Valkov, Dimitar; Schulze, Henriette; Bozdere, Philipp; Hätscher, Ole; Ahrens, Helmut; Marschall, Bernhard; Risse, Benjamin; Holling, Markus

Zusammenfassung

Introduction: Traditionally, clinical education has combined classroom theory with hospital-based practical experiences. Over the past 50 years, simulation-based training, particularly virtual reality (VR), has gained prominence for its flexibility and scalability. This article describes the development,  implementation and evaluation of a VR-based brain death diagnostic training module at the University of Münster over a three-year period. Methods: A multidisciplinary team developed the VR scenario to simulate a realistic intensive care unit, in line with German guidelines for brain death diagnosis. The module includes a tutorial and a preparatory video podcast to accommodate varying levels of VR experience. The course maintained its small-group format, integrating VR to replace the manikin-based brain death examination. A randomized pilot study compared the traditional and VR-based approaches. Results: Feedback from over 800 students indicated a strong preference for VR training, with a significant increase in perceived competence in brain death diagnosis. The VR module also increased the individual training time and provided more varied clinical scenarios than traditional methods. Continuous feedback led to iterative improvements, including reflex simulations and improved hardware management. Discussion: The VR-based training was well received, demonstrating its potential to revolutionize medical education by providing immersive, realistic simulations. Challenges such as initial hardware adaptation and high personnel costs were addressed through comprehensive tutorials and structural adjustments. The success of this module has led to the development of additional VR courses, optimizing the use of hardware and justifying the initial investment. Conclusion: The integration of VR into medical education at the University of Münster has proven effective, enhancing student engagement and competence in brain death diagnosis. The positive outcomes suggest a promising future for VR in medical education, highlighting the importance of innovative tools in the preparation of future medical professionals. Efforts are continuing to broaden the application and accessibility of VR-based training.