Virtual Reality-Based Training in Radiologic Technology for Contrast-Enhanced Computed Tomography Brain Imaging: Randomized Controlled Trial
Clinical Snapshot
PICO Framework
| P — Population | 36 year-2 and year-3 radiologic technology students with no prior clinical training in diagnostic radiology at a university hospital in Thailand |
| I — Intervention | Virtual reality-based training module using 360-degree video capture with instructional overlays for contrast-enhanced computed tomography brain scan procedures (20 minutes) |
| C — Comparator | Conventional document-based instruction using standard curriculum materials (20 minutes) |
| O — Outcomes | Primary: declarative knowledge gain assessed by 20-item multiple-choice test. Secondary: technology acceptance, student satisfaction, physiological responses during VR immersion |
Bottom Line
This randomised controlled trial of 36 radiologic technology students found that virtual reality training using 360-degree video was equivalent to conventional instruction for teaching contrast-enhanced CT brain procedures, with no significant difference in knowledge gains between groups. While the VR framework appears feasible and well-tolerated, it offers no educational advantage over traditional methods for declarative knowledge acquisition. The study's limitations include unclear randomisation methods, inability to blind participants, and assessment limited to theoretical knowledge rather than practical skills. For Australian medical radiation science educators, this suggests VR may serve as an acceptable alternative when conventional resources are unavailable, but should not be expected to provide superior learning outcomes. The technology's main value may lie in providing standardised, repeatable training experiences rather than enhanced educational effectiveness.
Key Findings
P Value: P=0.94
Effect Size: Unstandardised regression coefficient β=0.056
Primary Outcome: No statistically significant difference in declarative knowledge gain between VR and conventional instruction groups
Nnt Or Sensitivity: Not applicable - no significant treatment effect demonstrated
Confidence Interval: 95% CI -1.360 to 1.473
Clinical Application
High feasibility given widespread VR technology availability and structured framework provided Relevant to Australian medical radiation science education programs. Could supplement clinical placement shortages. No specific regulatory considerations for educational technology Medical radiation science students in Australian universities, particularly those learning CT procedures
Abstract
BACKGROUND: Radiologic technology (RT) education faces challenges in bridging theory and practice due to limited clinical opportunities. While virtual reality (VR) enables safe and repeatable practice, a systematic instructional design framework is needed to develop scalable, procedure-focused modules. OBJECTIVE: This study evaluates the Radiologic Technology Virtual Reality (RTVR) framework that integrates 360-degree video capture, instructional overlays, interactive assets, and an immersive content authoring platform to deliver a contrast-enhanced computed tomography (CECT) brain scan module. METHODS: In this open-label, parallel-group, randomized controlled trial, 36 year-2 and year-3 RT students with no prior clinical training in diagnostic radiology at a university hospital in Thailand were randomly allocated (1:1) to a VR group or a conventional document-based instruction (control) group. The VR group completed the VR module, a grounded instructional design framework using 360-degree videos and a structured prebrief and debrief, for 20 minutes using a head-mounted display. The control group studied standard curriculum materials for the same duration. Blinding of participants was not possible. Outcome assessment was blinded. The primary outcome was declarative knowledge gain, assessed using a 20-item multiple-choice test before and after intervention. Secondary outcomes included technology acceptance, student satisfaction, and physiological responses during VR immersion. RESULTS: All 36 randomized participants (VR: n=18, control: n=18) completed the study and were included in the analysis. Experts validated the module as suitable and highly appropriate. Students reported high technology acceptance and satisfaction. Both VR and conventional methods produced substantial gains in declarative knowledge. No statistically significant difference in knowledge gain was detected between groups (test × group: unstandardized regression coefficient β=.056, 95% CI -1.360 to 1.473, P=.94). Year-2 students, who had less prior clinical exposure, showed larger pretest to posttest knowledge gains compared to year-3 students. Physiological monitoring showed a reduction in heart rate across the session, while blood pressure remained stable. No adverse events or VR-related discomfort requiring discontinuation was observed. CONCLUSIONS: The RTVR framework, which uses a real 360-degree video of authentic clinical settings, offers a scalable approach to procedural VR content creation without requiring specialist technical skills, distinguishing it from prior VR studies in radiography. These findings support the RTVR framework as a feasible, evidence-informed supplement to RT curricula for knowledge-focused procedural teaching, with learning outcomes comparable to those of conventional instruction in this context.
References
- 1.Cheewakul, J., Jongwat, I., Natee, K., Pichapat, K., Khamruang Marshall, S., & Chaichulee, S. (2026). Virtual Reality-Based Training in Radiologic Technology for Contrast-Enhanced Computed Tomography Brain Imaging: Randomized Controlled Trial. JMIR Formative Research. https://doi.org/10.1016/j.compedu.2024.105214
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