A Feasibility and Acceptability Study of Virtual Reality-Based Training for Thoracic Spine Assessment: First-Year Osteopathic Medical Student Perceptions and Motivational Responses

Background: Traditional osteopathic manipulative medicine (OMM) instruction relies on laboratory sessions constrained by scheduling, faculty availability, and practice partner variability. Virtual reality (VR) may address these limitations by providing on-demand access to standardized training scenarios. This pilot feasibility and acceptability study evaluated first-year osteopathic medical students’ motivational responses and perceptions of a novel VR training module focused on thoracic spine assessment techniques. Methods: This pilot single-arm observational study enrolled 45 first-year students at the New York Institute of Technology College of Osteopathic Medicine to assess the feasibility and acceptability of VR-based OMM instruction. A VR training module developed using Unity 3D and deployed on Oculus Quest headsets included 40 interactive assessment items covering thoracic diagnostic techniques. Participants received one-week access to the program then completed the Reduced Instructional Materials Motivation Survey (RIMMS) based on the Attention, Relevance, Confidence, and Satisfaction (ARCS) model and a custom 10-item feedback survey. Session duration and assessment scores were automatically recorded. Descriptive statistics and Pearson correlation analysis were performed. Results: The Relevance domain achieved the highest RIMMS composite mean (3.98), while Attention demonstrated the greatest opportunity for enhancement (3.49). The overall RIMMS composite score was 3.81, indicating favorable motivational reception. Feedback survey results showed that 89.2 percent of participants endorsed the VR experience as educationally positive, and 81.1 percent supported expansion to additional OMM procedures. Performance analysis revealed minimal correlation between session duration and assessment scores (R2 = 0.0169). Conclusions: First-year osteopathic medical students demonstrated positive motivational responses and favorable perceptions toward VR-based OMM training. Based on student perception and feasibility, these findings suggest VR is well-received and perceived by students as a potentially viable supplement to traditional OMM instruction, though attention-capturing elements and interface usability warrant refinement. This pilot study did not measure learning outcomes or skill acquisition.