Virtual reality was particularly effective for procedural skill development and knowledge retention in paediatric undergraduate training¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports virtual reality was effective for knowledge retention and skill acquisition, and particularly effective for procedural skill development. → Eid Farida 2026

Evidence¶

Eid Farida 2026¶

Eid Farida, Maryum Rida, Waugh Lucy, Kilian Paddy, Atiomo William, Al-Hammadi Suleiman. (2026). Simulation-Based Education (SBE) in paediatric undergraduate medical education: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-09730-6

q2 · i? · review · r2

The review's cross-study synthesis, drawing on Blonsky et al. (multicenter RCT, n = 373, congenital heart disease knowledge), Verzella et al. (RCT, n = 26, airway skills), and Saeed et al. (mixed-methods, n = 203, OSCE performance). The review states "virtual reality proved effective for knowledge retention and skill acquisition".

"virtual reality proved effective for knowledge retention and skill acquisition [22, 27, 49]."

Discussion¶

Related Claims¶

• High-fidelity manikins and virtual reality were the most common paediatric SBE modalities across the reviewed studies — related
• Haptic virtual reality simulation reduces procedural time for pulpotomy training compared with conventional simulators — a narrower finding that bears on this claim
• Across the reviewed studies, simulation-based interventions consistently improved paediatric undergraduate learning outcomes, including clinical reasoning, procedural skills and confidence — a broader claim this one bears on
• Resource limitations, technical hurdles and time constraints were the primary reported barriers to implementing paediatric SBE — related
• The review reports that high-fidelity simulation outperformed case-based discussion for clinical reasoning and leadership in paediatric emergencies — related
• Knowledge transfer outcomes show the largest effect sizes of immersive procedural training (g = 1.80), while knowledge gain and retention effects are not significant — reports the opposite
• Immersion in virtual reality adds extraneous load yet can boost transfer, enjoyment, and motivation while leaving retention unaffected — reports the opposite
• Immersive lessons show a small effect size advantage over less immersive technology, but increased presence does not necessarily lead to more learning — related
• Immersive reality training produced higher knowledge and skill scores than conventional training in dental studies — a narrower finding that bears on this claim
• AccuTouch VR simulator training improved live fibreoptic intubation performance in inexperienced paediatric residents, reducing time to intubation from 5.15 to 0.88 minutes — a narrower finding that bears on this claim
• Most digital teaching methods demonstrated positive effects on practical skills acquisition, particularly simulation-based, VR-supported or interactive formats, but effect magnitude and consistency varied substantially — a broader claim this one bears on
• High-fidelity simulation improves ECT procedural skills substantially but does not reliably improve theoretical knowledge or confidence — related
• VR tools enhance acquisition and retention of clinical and procedural skills but face barriers including cybersickness, limited tactile feedback and variable long-term skill transfer — a broader claim this one bears on
• AR/VR training shows equal or superior outcomes versus conventional training in dental and OMFS education — related
• High-fidelity simulation methods (simulators, 3D models, cadaver-based practice) are associated with superior Acquisition retention, though some studies report contradictory findings — related
• The review concludes that low-cost simulation methods' ability to fully replace high-fidelity methods remains uncertain, as some critical psychomotor or situational skills may require more immersive training — related
• Simulation type–outcome alignment: high-fidelity formats favour judgment and decision-making, VR and games favour empathy and reflection — related
• Virtual lab simulations improved blood typing knowledge and motivation but faced technical and language barriers — related
• The included studies do not reflect which intervention is better or which favours the acquisition and retention of knowledge more effectively. — reports the opposite
• VR clinical simulation produced higher anxiety than face-to-face manikin simulation in maternal-newborn nursing — related