Immersive virtual reality versus in-person performance assessment in undergraduate medical education – an exploratory comparison

Abstract Virtual reality (VR) has emerged as a promising tool in medical education, and may enhance learning. VR could also be used in practical exams, such as Objective Structured Clinical Examinations (OSCEs). However, there have been few studies on its use in assessments. This study aimed to compare a VR OSCE station with a corresponding in-person OSCE station for fifth-year medical students and covered workload, fairness, realism, and student performance. The study also included VR-related side effects, usability, technology acceptance, and the technical feasibility of the VR station. An emergency medicine station was adapted for the mandatory OSCE and replicated in VR. Fifth year medical students who encountered this station during the OSCE could participate in the OSCE group, while others could opt for the VR group. Performance was assessed using the identical checklist. All other metrics were assessed using questionnaires, while any technical issues were documented separately. The VR was rated on par with the in-person OSCE station in workload, fairness, and realism. The performance score of the students in the VR OSCE was lower. The VR OSCE received positive feedback for usability and technology acceptance, with minimal side effects. Most technical challenges during the VR station could be resolved, and all students completed the VR OSCE station. This study compared an in-person OSCE station with a content identical VR OSCE station. Our findings suggest it is technically feasible to assess students using VR, but its limitations and applicability must be considered within the broader context of performance assessment.