Learning effectiveness of clinical anatomy and practical spine surgery skills using a new VR-based training platform

Introduction: As medical education becomes more complex, the demand for advanced teaching and training methods has grown. Technological advancements have opened up new possibilities, particularly in the realm of virtual reality (VR) simulations for training. Research Question: Our prospective, randomized pilot study aims to assess whether a novel VR-based 3D training platform can effectively teach the knowledge and skills needed for complex spinal surgery, specifically pedicle screw placement. Material and MethodsWe enrolled 25 participants who received either a traditional lecture (control group, n=11) =11) or a VR lecture with identical content featuring 3D/VR anatomical models (VR group, n=14). =14). The VR group also underwent VR simulation for pedicle screw placement. We evaluated their learning through a quiz, a practical skills test, and selfassessment questionnaires. Results: In the theory multiple-choice test, the contral group scored an average of 69% (range 53-87%, SD 0.10), while the VR group scored 66% (range 47-87%, SD 0.11) (p=0.692, =0.692, independent sample t-test).For the practical DOPS test (pedicle screw placement), the average score was 2.4 points (n=25; =25; range 1-4). The VR group on average scored 2.9 points compared to the control (2 points) (p=0.134). =0.134). Discussion and Conclusion Our study indicates that teaching with a new 3D VR training tool yields results comparable to traditional methods in terms of knowledge retention. This research supports the platform's effectiveness as an educational resource. Importantly, trainees can apply VR-acquired knowledge to real surgical procedures, which are well-received.