V.T.O.B.S.—Learning birth mechanics in virtual reality: a controlled cohort study in undergraduate medical education

Although no significant knowledge gain was demonstrated, the strong acceptance and usability support the feasibility of VR in undergraduate obstetrics curricula. The absence of measurable effects may relate to the broad learning objective, brief OSCE assessment, single self-directed exposure, and heterogeneous timing between intervention and assessment. V.T.O.B.S. nonetheless represents an innovative educational tool addressing curricular gaps in visualizing dynamic birth mechanics. Future research should explore repeated exposures, assessment formats that directly capture spatial-conceptual understanding, and integration into interprofessional formats for medical and midwifery students as well as postgraduate training.