O262: Evaluating the role and efficacy of virtual reality and simulation in teaching acute and trauma scenarios – a systematic review

Abstract

Abstract Introduction Simulation allows trainees to practice skills safely and is the current gold standard method of teaching. More recently, novel methods such as virtual reality (VR) and augmented reality are being explored as possible methods of teaching. Aims To evaluate the current evidence pertaining to simulation and VR as methods of teaching in teaching acute and trauma management. Methods A systematic review was conducted using the PRISMA guidelines. Medline and Embase (via Ovid interface) were used to search for articles up to March 2023. The following MeSH terms were used: ‘(virtual reality OR VR) AND (acute surgical OR surgery OR trauma OR trauma management) AND (medical education OR education OR surgical training OR training) AND simulation’. Results A total of 3815 articles were identified. 2648 were screened upon de-duplication. 40 articles underwent full-text review; 14 were extracted. Prospective cohort studies were the most common, 43.8%. Experimental studies included a total of 436 participants, with a median sample size of 23 (IQR:14–32). 6 studies compared VR to simulation methods. Half of these articles indicated favourable conclusions towards VR training compared to standard training. A further 8 studies evaluated feasibility of VR training only – all had favourable outcomes for VR. Conclusion This review identified a range of evidence indicating that VR can be useful for training of acute surgical scenarios. VR was generally a well-received training modality although unlikely to replace simulation entirely. More robust statistical analysis in further studies is required, with investigation into the longer-term impact of VR training.