A preliminary evaluation of a virtual environment for radiotherapy training (VERT™)-based experience for medical students
Christian Corcoran, Kerrie-Anne Calder, Mike KirbyAbstract
Introduction:
Radiotherapy is a key component of cancer treatment, yet medical students often receive limited exposure to its principles and practice. This preliminary study evaluates the use of the virtual environment for radiotherapy training (VERT™), a virtual reality simulation, in enhancing medical students’ knowledge, confidence and preparedness before clinical oncology placements.
Methods:
This quasi-experimental study evaluated a one-hour VERT™ session for fourth-year medical students. Using pre- and post-intervention questionnaires with Likert scale and open-ended items, the study assessed changes in knowledge, understanding and attitudes. The mixed-methods design provided a comprehensive evaluation of the intervention’s educational effectiveness.
Results:
Statistical analysis showed significant improvements in 10 of 11 questionnaire items following the VERT™ session. Students reported large increases in perceived knowledge and understanding. Only attitudes toward virtual reality use remained unchanged, indicating limited impact on broader perceptions of VR in medical education. Thematic analysis revealed that VERT™ enhanced students’ understanding of radiotherapy concepts, planning and patient perspectives through immersive, hands-on learning. Participants valued its clarity and realism but suggested longer, more interactive sessions and clearer communication. Despite minor technical and engagement challenges, VERT™ was viewed as a valuable, confidence-building complement to traditional teaching.
Conclusions:
Considering the confines of this preliminary study, the findings begin to suggest that VERT™-based simulation enhances medical students’ knowledge, understanding and confidence in radiotherapy. Participants felt better prepared for oncology placements, supporting VERT™’s value as an immersive learning tool. Despite limitations, results advocate its integration into medical education and further research on long-term and comparative effectiveness.