Peer-led teaching with adjunctive virtual reality leads to increased confidence and engagement in surgical education amongst medical students

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Abstract Purpose The aims of this study are to (1) evaluate the efficacy of peer-led teaching in post-surgical complications; (2) evaluate the role of virtual reality (VR) in peer-led teaching; and (3) assess the impact of performance-affecting factors (core knowledge coverage, quality of teaching, confidence in peer tutors, and engagement) in peer-led teaching with VR. Methods 30 medical students in clinical years of a 6-year Bachelor of Medicine and Bachelor of Surgery (MBChB) program participated in a peer-led tutorial and VR scenario on common post-surgical complications. Each tutorial consisted of two tutors and up to eight participants. Participants then answered a 13-item questionnaire using 5-point Likert scales. Results 28 (93%) participants showed marked improvement or remained at the previous ≥ 4 Likert rating for self-perceived experience and expertise after peer-led teaching (p < 0.05); and 30 (100%) after the VR scenario (p < 0.05). Increased confidence in peer tutors, quality of teaching and engagement correlated with improved confidence in VR and real-life post-surgical complications (p < 0.05). 24 (80%) participants felt performance pressure was diminished with VR simulation. Conclusions The use of peer-led teaching with VR scenarios increases medical student engagement in learning and confidence in dealing with post-surgical complications. Further long-term research with larger cohorts is recommended.