Technical Skills Research Articles

Exploration and reflection on the female labor industryin the era of artificial intelligence

Artificial Intelligence (AI) heralds a transformative age in the workforce, marked by heightened efficiencies but also by socio-economic challenges, particularly concerning gender equity. Women, frequently occupying roles susceptible to AI-driven automation, face a disproportionate risk of job displacement. This paper explores AI’s nuanced impact on the employment landscape, where it both exacerbates and mitigates gender disparities. As technology outmoded roles traditionally filled by women, such as those requiring lower technical skills, it also unearthed opportunities for empowerment through remote occupations and increased demand for human-centric expertise. This analysis extends to the cultural and educational underpinnings contributing to the gendered differentiation in technical professions, emphasizing the stereotypes that pigeonhole women as less suited for technical roles. Investigating the imbalances wrought by capitalist values, the study exposes the undervaluation of ‘feminine’ attributes in favor of ‘masculine’ norms of economic productivity. It suggests women’s empowerment in the evolving job market hinges on a systemic shift towards equitable recognition of all work forms, transcending traditional gender roles. In conclusion, redefining work value and leveraging inclusive AI applications emerge as pivotal to counteracting historical biases and ensuring women’s equitable participation alongside men. This comprehensive approach involves reorienting policy, corporate culture, and academic vectors to facilitate a society where diversity is celebrated, and gender parity is achieved. AI, while a disruptor, thus becomes a potential equalizer in the quest for gender-inclusive growth.

Methods for Determining and Predicting Shelf Life of Food Products

The length of shelf life can be determined using storage tests that evaluate the physical, chemical, enzymatic, and microbiological stability of the food. The design of the tests as well as the interpretation of the results require microbiological and technical knowledge and skills. Fresh foods can become microbiologically risky before they noticeably spoil. These products will require additional studies such as predictive microbiological models or challenge tests in addition to direct ones. Deterioration of shelf-stable or frozen foods at the end of their shelf life affects quality and consumer acceptance without impacting health and safety. In such a case, accelerated shelf-life testing is recommended, and the Arrhenius model is commonly used to determine the relationship between chemical reaction rate and temperature change.

How Information Technology Overcomes Deficiencies for Innovation in Small and Medium-Sized Enterprises: Closed Innovation vs. Open Innovation

Innovation is vital for the growth of small and medium-sized enterprises (SMEs). However, SMEs face deficiencies that hinder their innovation output. This study examines how information technology (IT) helps SMEs address two salient deficiencies: technological deficiency (deficiency in internal technical knowledge and skills) and government support deficiency (deficiency in favorable government policies and incentives). Our findings suggest that SME managers can achieve greater innovation output by orienting their IT-enabled innovation efforts in an open or closed manner to address specific deficiencies. They can address technological deficiency by focusing their IT efforts on promoting innovation within the firm, that is, using IT to support closed innovation. In contrast, SMEs that face government support deficiency should give preference to IT Use for Open Innovation Activities to collaborate with external constituents such as customers and suppliers. Furthermore, because of the emergence of digital platforms (e.g., crowdsourcing), managers may be overly biased toward the use of open innovation. Our results suggest that both open and closed IT-enabled innovation have value. We exhort SME managers not to disregard either form of IT-enabled innovation but rather to tailor their approach to suit their organizational context based on specific deficiencies that their firm faces.

Evaluation of the Pedagogical Impact of the Educational Usage of 3D Printing in Czech Lower Secondary and Grammar Schools

<p style="text-align: justify;">In this article, we discuss the impacts of using 3D printing in education. Our primary goal is to evaluate the pedagogical impact of lessons utilizing 3D printing. We asked one hundred ninety students in four reference schools about the acceptability of existing 3D materials for teaching. Although the results show high attractiveness for the target group, it turned out that the available lessons primarily focus on the acquisition of technical skills and do not use the potential of education in other areas. We, therefore, proposed a concept for creating multidisciplinary teaching lessons that connect the technical part with other educational areas. We show the application of our concept in a newly developed lesson in biology, where we again evaluate its acceptance among the students. The results show that although the multidisciplinary lessons are more complex, they are still acceptable to the students, and, most importantly, they add significant educational value. Finally, we discuss the possibilities of incorporating 3D printing into the teaching curriculum. We also use a selected use case to illustrate the real-world problems we have encountered.</p>

Novel gastric endoscopic submucosal dissection training model enhances the endoscopic submucosal dissection skills of trainees: a multicenter comparative study.

Endoscopic submucosal dissection (ESD) requires high endoscopic technical skills, and trainees should develop effective training methods. In collaboration with KOTOBUKI Medical, we developed the G-Master, which is a non-animal training model that can simulate various parts of gastric ESD. We aimed to clarify the usefulness of the G-Master for inexperienced ESD trainees. We collected data from the first 5 gastric ESD cases conducted by 15 inexperienced ESD trainees at 5 participating centers between 2018 and 2022. The participants were divided into two groups: the G-Master training and non-G-Master training groups. Outcome measurements, such as procedural speed, perforation rate, self-completion rate, and en bloc resection rate, were compared between the two groups retrospectively. A total of 75 gastric ESD cases were included in this study. The G-Master training group included 25 cases performed by 5 trainees, whereas the non-G-Master training group included 50 cases performed by 10 trainees. The median procedural speed for all cases was significantly faster in the G-Master training group than in the non-G-Master training group. Moreover, the procedural speed was linearly improved from the initial to the last cases in the lower location in the G-Master training group compared with the non-G-Master training group. In addition, although there was no significant difference, the G-Master training group showed lower rates of perforation and a lesser need to transition to expert operators than the non-G-Master training group. The G-Master could improve the ESD skills of inexperienced ESD trainees.

Constraints and recommendation for countrywide extension of artificial insemination in buffalo, goat and sheep

Background: The workshop aimed to identify the constraints and way forward to extend the artificial insemination in buffalo, sheep and goat countrywide. Methods: A day long workshop was organized jointly by the Coastal Vet Society Bangladesh (CVS-BD) and Grameen Jano Unnayan Sangstha (GJUS) at Bangladesh Development Society conference hall in Barishal district of Bangladesh. A total of 100 stakeholders in different aspect were joined in this workshop. Results: On the workshop, the constraints were lack of buffalo, sheep and goat breeding policy, recording systems, knowledge about the high-yielding breed, scarcity of quality feed, fodder and pasture land, lack of technical skills in reproduction and production personal, no or limited facilities to breed improvement technologies, lack of breeding infrastructure, non-availability of proven sire, no coordination among farmers, researchers, public and private organization, universities as well as other beneficiaries. The recommendations to overcome those constraints were to build up and strengthening the breeding policies and infrastructure, continuous up-gradation of native breed by high yielding breeds or varieties, adopted with assisted reproductive technologies, frequently advertise the beneficial aspects of buffalo milk and meat, development of manpower by technical training, national and international collaboration should be strengthened, private investment should be encouraged and alternative feed supply is needed to warrant. Conclusion: It is concluded that an initiative through public and private partnership or collaboration is needed to extent the artificial insemination program in buffalo, sheep and goat countrywide.

REVIEW OF WORKFORCE UPSKILLING INITIATIVES FOR EMERGING TECHNOLOGIES IN IT

This study provides a comprehensive analysis of workforce upskilling initiatives for emerging technologies in the Information Technology (IT) sector, with the primary objective of identifying effective strategies to prepare professionals for the rapidly evolving digital landscape. Employing a systematic literature review and content analysis, the research scrutinizes various upskilling programs, focusing on their design, implementation, and outcomes. Data sources include peer-reviewed journals and conference proceedings, selected based on criteria that ensure relevance and timeliness to the current IT context. Key findings reveal the critical need for anticipating technological trends to align workforce capabilities with future demands, highlighting the significance of personalized and experiential learning pathways. The study emphasizes the strategic role of upskilling in bridging the digital divide, advocating for inclusive and accessible learning opportunities to cultivate a diverse and globally competitive workforce. Recommendations for stakeholders center around adopting flexible learning models, fostering industry-academia partnerships, and emphasizing the development of both technical and soft skills. Finally, the study underscores the imperative for a proactive and collaborative approach to IT education and workforce development. By integrating advanced learning technologies and inclusive strategies, stakeholders can ensure the IT workforce remains agile and prepared to contribute innovatively in the face of technological advancements. This framework sets the foundation for future research and policy-making, aiming to enhance the resilience and diversity of the IT sector globally.
 Keywords:  Workforce Upskilling, Emerging Technologies, IT Education, Inclusive Learning Strategies.

Human Resource Management Practices and Firm Innovation: A Study of Technology Startups in Kenya

Purpose: The aim of the study was to investigate the human resource management practices and firm innovation: a study of technology startups in Kenya.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: In technology startups in Kenya, recruitment strategies drive product innovatio44n by attracting diverse talent, while training initiatives enhance process innovation by improving technical skills. Performance appraisals promote organizational innovation by recognizing innovative contributions, fostering a culture of continuous improvement.
 Unique Contribution to Theory, Practice and Policy: Resource-based view (RBV) theory, social exchange theory & diffusion of innovation theory may be used to anchor future studies on the human resource management practices and firm innovation: a study of technology startups in Kenya. Technology startups should prioritize employee development and learning initiatives to nurture a culture of innovation and continuous improvement. Policymakers should create a supportive regulatory environment that encourages innovation and entrepreneurship in Kenya's technology startup ecosystem.

Mapping the global geography of cybercrime with the World Cybercrime Index.

Cybercrime is a major challenge facing the world, with estimated costs ranging from the hundreds of millions to the trillions. Despite the threat it poses, cybercrime is somewhat an invisible phenomenon. In carrying out their virtual attacks, offenders often mask their physical locations by hiding behind online nicknames and technical protections. This means technical data are not well suited to establishing the true location of offenders and scholarly knowledge of cybercrime geography is limited. This paper proposes a solution: an expert survey. From March to October 2021 we invited leading experts in cybercrime intelligence/investigations from across the world to participate in an anonymized online survey on the geographical location of cybercrime offenders. The survey asked participants to consider five major categories of cybercrime, nominate the countries that they consider to be the most significant sources of each of these types of cybercrimes, and then rank each nominated country according to the impact, professionalism, and technical skill of its offenders. The outcome of the survey is the World Cybercrime Index, a global metric of cybercriminality organised around five types of cybercrime. The results indicate that a relatively small number of countries house the greatest cybercriminal threats. These findings partially remove the veil of anonymity around cybercriminal offenders, may aid law enforcement and policymakers in fighting this threat, and contribute to the study of cybercrime as a local phenomenon.

Cognitive reserve in ALS: the role of occupational skills and requirements

Objective Amyotrophic Lateral Sclerosis (ALS) is a heterogeneous neurodegenerative condition featuring variable degrees of motor and cognitive impairment. We assessed the impact of specific, empirically derived occupational skills and requirements on cognitive and motor functioning in ALS. Methods Individuals with ALS (n = 150) were recruited from the University of Pennsylvania’s Comprehensive ALS Clinic. The Edinburgh Cognitive and Behavioral ALS Screen (ECAS) measured cognition, and the Penn Upper Motor Neuron (PUMNS) and ALS Functional Rating Scales (ALSFRS-R) measured motor symptoms. We derived 17 factors representing distinct occupational skills and requirements from the Occupational Information Network (O*NET), which were related to cognitive and motor scores using multiple linear regression. Results Occupational roles involving greater reasoning ability (β = 2.12, p < .05), social ability (β = 1.73, p < .05), analytic skills, (β = 3.12, p < .01) and humanities knowledge (β = 1.83, p<.01) were associated with better performance on the ECAS, while jobs involving more exposure to environmental hazards (β=−2.57, p < .01) and technical skills (β=−2.16, p<.01) were associated with lower ECAS scores. Jobs requiring more precision skills (β = 1.91, p < .05) were associated with greater motor dysfunction on the PUMNS. Conclusions Occupational histories involving more cognitively complex skills and activities were related to preserved cognitive functioning in ALS consistent with the cognitive reserve hypothesis, while jobs with greater exposure to environmental hazards and technical demands were linked to poorer cognitive functioning. Jobs involving more repetitive movements were associated with worse motor functioning, possibly due to overuse. Occupational history provides insight into protective and risk factors for variable degrees of cognitive and motor dysfunction in ALS.

A Customizable Digital Cognitive Aid for Neonatal Resuscitation: A Simulation-Based Randomized Controlled Trial.

Adherence to the International Liaison Committee on Resuscitation (ILCOR) algorithm optimizes the initial management of critically ill neonates. In this randomized controlled trial, we assessed the impact of a customizable sequential digital cognitive aid (DCA), adapted from the 2020 ILCOR recommendations, compared with a poster cognitive aid (standard of care [SOC]), on technical and nontechnical performance of junior trainees during a simulated critical neonatal event at birth. For this prospective, bicentric video-recorded study, students were recruited on a voluntary basis, and randomized into groups of 3 composed of a pediatric resident and two midwife students. They encountered a simulated cardiac arrest at birth either (1) with DCA use and ILCOR algorithm poster displayed on the wall (intervention group) or (2) with sole ILCOR algorithm poster (poster cognitive aid [SOC]). Technical and nontechnical skills (NTS) between the two groups were assessed using a standardized scoring of videotaped performances. A neonate specific NTS score was created from the adult Team score. 108 students (36 groups of three) attended the study, 20 groups of 3 in the intervention group and 16 groups of 3 in the poster cognitive aid (SOC) group. The intervention group showed a significant improvement in the technical score (P < 0.001) with an average of 24/27 points (24.0 [23.5-25.0]) versus 20.8/27 (20.8 [19.9-22.5]) in poster cognitive aid (SOC) group. No nontechnical score difference was observed. Feedback on the application was positive. During a simulated critical neonatal event, use of a DCA was associated with higher technical scores in junior trainees, compared with the sole use of ILCOR poster algorithm.

Digital Skills Competencies Required by Electrical Engineering Lecturers for Effective Utilization of Open Educational Resources in Polytechnics in Northeast Nigeria

The study determined the digital skills competencies required by Electrical Engineering Lecturers for effective utilization of Open Educational Resources in Polytechnics in Northeast Nigeria. Four research questions guided the study which survey research design was adopted. The study population comprised 186 individuals, consisting of 151 Electrical/Electronic Engineering Technology Lecturers and 35 ICT unit heads from across 12 Polytechnics in North East Nigeria. Due to the manageable size of the population, no sampling was conducted; instead, the entire population was included in the study. Data collected for the study was through a structured questionnaire developed by the researchers, termed the “Open Educational Resources Digital Skills Competencies Questionnaire (OERDSCQ)”, employing a 5-point Likert and Rating scales. The questionnaire underwent validation by three experts and a trial test was conducted on five lecturers and four ICT unit staff at Yobe State Polytechnic, Damaturu, where a reliability index of 0.89 was achieved using the Cronbach Alpha method. The mean statistic was utilized to answer the four research questions. Based on the results, the study revealed that across eleven clusters of competencies ranging from technical skills to pedagogical competencies, all competencies were deemed necessary for effective teaching and learning in electrical engineering technology; and regarding the accessibility of open educational resources (OERs) in Northeast Nigerian Polytechnics reveal a significant discrepancy in availability and ease of access to OER. The study recommended that the government should implement structured digital skills training programs tailored to the needs of electrical engineering lecturers in Northeast Nigerian Polytechnics; and the government should invest in infrastructure and technological resources to enhance access to digital tools and resources within Northeast Nigerian Polytechnics.

Graduating Accountancy Students’ Digital Competencies on Industry 4.0 Career Preparedness Moderated by: Experiential Learning

Industry 4.0 continues to revolutionize every sector in the industry, including the accounting profession, requiring a new set of technical skills and competencies from aspiring accountants. A gap exists between what the industry requires and what the academe produces. Thus, the research aims to investigate the role of experiential learning on digital competencies and career preparedness, in the context of Industry 4.0, of the graduating accountancy students at Don Honorio Ventura State University (DHVSU). This study employed a correlational research design. The participants are the 115 graduating accountancy students of DHVSU Main and Mexico Campuses. A three-partsurvey questionnaire was administered through Google Forms. Descriptive statistics, Pearson-r, and multiple regression analysis were used in the analysis of data. The findings indicated a high level of digital competence, career preparedness, and knowledge gained from experiential learning. The variable digital competence significantly corresponded to the students’ career preparedness under Industry 4.0. The effect of experiential learning on digital competency and career preparedness was also found to be significant. The findings carry significant implications for key stakeholders, underlining the importance of students acquiring a higher degree of digital competence to effectively navigate the challenges that Industry 4.0 has brought to the accounting profession.

Digital Political Literacy? How Three Community-Based Organisations in Inner-City Johannesburg Miss the Mark on Social Media

ABSTRACT Social media has been highlighted as a tool for social justice organisations to access networks, increase their visibility and thereby increase their power. However, using social media platforms for political ends requires both technical skills and political know-how. Drawing on Gilles Deleuze and Félix Guattari’s (1983. Anti-Oedipus: Capitalism and Schizophrenia. Minneapolis, MN: University of Minnesota Press) concepts of desire and desiring-machines, this study used participatory action research, ethnographic observation, and content analysis to explore how three community-based organizations in central Johannesburg used social media to further their political aims. The study revealed that low digital political literacy hampered their political impact, notwithstanding access to technical skills, fluent English, and regular data access. Their social media posts noticeably failed to elicit interaction or to build their networks; instead, they experience similar exclusion and inequality as in the offline world.

Unveilling the hidden skillset: exploring non-technical skills in surgical education across spanish medical universities.

Non-Technical Skills (NTS) are cognitive, social, and personal resource skills that are crucial in complex and high-risk environments. The aims of our research are to determine the prevalence and content of NTS in the surgical rotation teaching guides of the Medicine Degree programs in Spanish Universities, to identify the most prevalent types and subtypes of NTS, and to analyze factors associated with the prevalence of surgical NTS in Medical Schools in Spain. Descriptive observational cross-sectional study involving the identification and collection of competencies outlined in the surgical rotation teaching guides of Spanish Medical Schools. Information regarding university performance was obtained from the Foundation for Knowledge and Development Ranking webpage. The "Non-Technical Skills for Surgeons" (NOTSS) system was used to classify each competency in the teaching guides as NTS (categories and elements) and technical skills. Disagreements were resolved through group consensus. A total of 1,846 competencies were analyzed in surgical rotations of the Medicine Degree programs across 40 Spanish Universities, with 99 competencies identified as surgical NTS, accounting for 5% of the total. The most frequently identified surgical NTS were "Decision Making" (46%), "Communication & Teamwork" (25%), and "Leadership" (19%). Additionally, several NOTSS were not identified in any institution. Public universities and those including a greater number of competencies had a higher rate of surgical NTS competencies, and we did not find a correlation between surgical NTS competencies and quality indices of University Centers. There is a limited presence of surgical NTS in the educational plans of Spanish Universities.

The importance of professional skills within the changing media landscape of the UK screen industries: a case study of the ‘disruptive’ phenomenon of virtual production

ABSTRACT Rapid technological developments are changing media practices within the screen industries, with these shifts exacerbating already existent skills shortages and gaps. This paper focuses on the case study example of virtual production, a new media practice of making film and television content, to demonstrate the continuing importance of professional (or ‘transferable’) skills. Professional skills are skills required to act efficiently in different real life situations, with examples of these skills including communication and team working [Nägele, C., and B. E. Stalder. 2017. “Competence and the Need for Transferable Skills.” In Competence-based Vocational and Professional Education Bridging the Worlds of Work and Education, edited by M. Mulder, 739–753. Springer]. The paper highlights how changes in media practices caused by virtual production actively require workers to acquire and retain professional skills such as patience, adaptability and communication. These professional skills are crucial additions to the specific technical skills already identified within the existing skills literature on virtual production. The paper also identifies existing inclusion issues which relate to virtual production, using these insights to develop recommendations for media educators on how to ensure the cultivation of professional skills for all workers. The article draws on empirical research conducted with 69 individuals working across the screen industries at all levels of their career, with nearly half actively working in the virtual production industry.

Impact of E-Procurement Implementation on Supply Chain Performance: A Case Study of Nigeria

Purpose: The aim of the study was to analyze the impact of e-procurement implementation on supply chain performance: a case study of Nigeria.&#x0D; Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.&#x0D; Findings: E-procurement implementation in Nigeria has notably enhanced supply chain performance by streamlining processes, reducing costs, and improving transparency. It has strengthened supplier relationships, facilitated data-driven decision-making, and led to tangible benefits despite challenges such as infrastructure limitations and cybersecurity concerns.&#x0D; Unique Contribution to Theory, Practice and Policy: Transaction cost theory, resource dependency theory &amp; institutional theory may be used to anchor future studies on analyze the impact of e-procurement implementation on supply chain performance: a case study of Nigeria. Provide training and capacity-building programs to enhance the technical skills and digital literacy of procurement professionals and stakeholders involved in e-procurement implementation. Advocate for the development and implementation of supportive regulatory frameworks and policies that promote e-procurement adoption and usage in Nigeria.

Simulation-based training for intraoperative posterior capsule rupture management: an analysis of nontechnical skills development and the relationship between technical and nontechnical skills.

To analyse development of individual nontechnical skills (NTS) domains after undertaking a previously developed simulation-based training model and analyse the relationship between technical skills (TS) and NTS in ophthalmic surgery. The simulation-based training model involved a cataract surgery case complicated by intraoperative posterior capsule rupture. Cataract surgeons underwent the simulation twice, separated by a training intervention. Two blinded independent experts assessed participants' NTS using HUFOES, NOn-Technical Skills for Surgeons (NOTSS), and the OSATS global rating scale for TS. Paired t-tests assessed differences in individual NTS domains, with p < 0.05 indicating significance. The Pearson Product Moment Correlation Coefficient was used to assess the correlation between scores from each scoring system. All NTS domains within HUFOES and NOTSS demonstrated statistically significant improvements secondary to the training intervention. Positive correlations were demonstrated between HUFOES and OSATS scores in the pre- and post-training simulations, r = 0.870 (p < 0.001) and r = 0.861 (p < 0.001), respectively. Positive correlations were also demonstrated between NOTSS and OSATS scores in pre- and post-training simulations, r = 0.849 (p < 0.001) and r = 0.757 (p = 0.001), respectively. Positive correlations were demonstrated between HUFOES and NOTSS scores; r = 0.979 (p < 0.001) (n = 17) and r = 0.959 (p < 0.001) for pre- and post-training simulations, respectively. All NTS domains contained within HUFOES and NOTSS demonstrated significant increases following the completion of the simulation-based training model. Positive correlations exist between an ophthalmic surgeon's TS and NTS. This is the first study to report these findings within ophthalmic surgery.

A Study on Identifying and Addressing the Gaps in Academia and Industry Demands with reference to selective Higher Education Institutions in Telangana State

The industry and Academic institutions are expected to go hand in hand to accelerate the growth of any nation. But unfortunately, there is something that resists the equilibrium of skills needed for the industry and academic excellence. This study is a small attempt of  highlights the essential need to recognize and evaluate gaps among the assortment of abilities needed in evolving job environments and the soft abilities and technical abilities obtained by students at colleges and universities. The basic objective is to ensure that educational institutions maintain contemporary with market developments, developments in technology, and appropriate requirements, with a final objective of educating graduates for profitable and significant employment. This objective can be accomplished through employing an integrated technique which involves interviews, questionnaires, and statistical analysis in order to conduct a comprehensive review of present shortcomings regarding both soft as well as technical skills. Discussions with stakeholders, including corporate executives, instructors, and former students, offer vital insight into the ever-evolving requirements of the employment marketplace. Experts anticipate that by completing this investigation, researchers will be able to shed light on components of the educational curriculum that are currently outdated date or fall short of the requirements of industry.

Immersive virtual reality in orthopedic surgery as elective subject for medical students : First experiences in curricular teaching.

Virtual reality (VR) simulators have been introduced for skills training in various medical disciplines to create an approximately realistic environment without the risk of patient harm and have improved to more immersive VR (iVR) simulators at affordable costs. There is evidence that training on VR simulators improves technical skills but its use in orthopedic training programs and especially in curricular teaching sessions for medical students are currently not well established. The aim of this study was to describe the implementation of aVR operating theater as an elective course for undergraduate medical students and to evaluate its effect on student learning. An elective course for 12students was implemented during the summer semester of 2023. Using Oculus Quest2 headsets (Reality Labs, Meta Platforms, USA) and controllers and the PrecisionOS platform, they were able to train five different surgical procedures. The courses were accompanied by weekly topic discussions and instructional videos. Students were assigned to two groups: group VR vs. group non-VR. The groups were switched after 5 weeks. User feedback and performance development (theoretical and procedural surgical knowledge) after VR training were assessed using three questionnaires. The students highly appreciated the implementation of VR training into their curriculum and 91% stated that they would opt for further VR training. All students stated that VR training improved their understanding of surgical procedures and that it should be obligatory in surgical training for undergraduate medical students. After 5 weeks of training, students in the VR group achieved significantly better results (100 out of maximum 180 points) than the non-VR group (70points, p = 0.0495) in procedural surgical knowledge. After completion of the VR training the VR group achieved 106 points and the non-VR group 104 points (p = 0.8564). The procedural knowledge for non-VR group after 5 weeks significantly improved after VR training from 70to 106 points (p = 0.0087). The iVR can be easily integrated into the curriculum of medical students and is highly appreciated by the participants. The iVR statistically improves the procedural knowledge of surgical steps compared to conventional teaching methods. Further implementation of iVR training in curricular teaching of medical students should be considered.