Journal Article

Virtual simulation system in cataract education for medical undergraduates: a prospective quasi-experimental study

Bai, Wen, Zhang, Meng-lu, Zhang, Qiu-yang, Ding, Xi-yan, Yan, Zhi-peng, Li, Ke-ran, Shang, Wei-hong, Ge, Hui-min, Liu, Yan-qing, Li, Xiang, Jiang, Qin

2025

Overview

Virtual reality (VR) simulation has transformative potential in medical education by allowing risk-free practice of clinical procedures in anatomically accurate, immersive environments. This study aimed to evaluate the effectiveness of a virtual reality simulation teaching model for cataract surgery in undergraduate medical education, compared to traditional teaching methods. A prospective study was conducted with 71 undergraduate students majoring in ophthalmology and optometry at Nanjing Medical University, divided into an experimental group ( n  = 35) and a control group ( n  = 36). The experimental group received practical training using a VR simulation model, while the control group received traditional offline practical training. Teaching effectiveness was assessed in three modules—clinical reasoning competency, clinical diagnostic proficiency, and surgical technical skills—through dual-mode assessments based on both the VR simulation platform and traditional methods. Results showed that the experimental group scored significantly higher in both traditional and VR assessments ( P  < 0.05). In the traditional assessment, the experimental group scored higher in Total Score (82.22 ± 4.34 vs. 76.83 ± 5.14), Clinical Reasoning Competency (12.61 ± 0.81 vs. 12.01 ± 0.81), Clinical Diagnostic Proficiency (48.98 ± 3.33 vs. 46.03 ± 3.96), and Surgical Technical Skills (20.64 ± 0.79 vs. 18.79 ± 1.67). This advantage was even more pronounced in the VR assessment, with the experimental group showing substantial superiority in Total Score (84.06 ± 4.85 vs. 71.06 ± 6.84), Clinical Reasoning Competency (10.57 ± 2.19 vs. 9.08 ± 2.06), Clinical Diagnostic Proficiency (52.17 ± 2.83 vs. 43.36 ± 4.01), and Surgical Technical Skills (21.31 ± 2.19 vs. 18.61 ± 2.93). The virtual reality simulation teaching model significantly enhanced medical students’ clinical thinking, clinical diagnosis, and surgical operation skills, outperforming traditional teaching methods.

• Publisher: BioMed Central,BioMed Central Ltd,Springer Nature B.V
• Subject: Adult / Analysis / Blindness / Cataract / Cataract Extraction - education / Cataracts / Chi-square test / China / Clinical Competence / Clinical Diagnosis / College students / Communication Skills / Competence / Computer Simulation / Control Groups / Core curriculum / Diagnostic equipment (Medical) / Education / Education, Medical, Undergraduate - methods / Educational Assessment / Educational Environment / Educational Measurement / Educational Opportunities / Educational Practices / Educational Technology / Experimental Groups / Experimental Teaching / Eye surgery / Female / Humans / Influence of Technology / Learning / Male / Males / Mann-Whitney U test / Measurement Techniques / Medical Education / Medical Evaluation / Medical history / Medical personnel / Medical students / Methods / Ophthalmology / Optometry / Participant Characteristics / Patients / Photography / Physician patient relationships / Physicians / Professional Education / Professional ethics / Prospective Studies / Quasi-experimental methods / School environment / Simulation / Simulation methods / Simulation Training - methods / Statistical analysis / Students / Students, Medical / Surgery / Surgical outcomes / Teaching / Textbooks / Theory of Medicine/Bioethics / Training / Undergraduate Students / Virtual Reality / Visual impairment / Young Adult