Comparing Clinical Preparedness of Newly Qualified Diagnostic Radiographers (Karimi et al., 2025)
This mixed-methods study evaluated the clinical preparedness of newly qualified diagnostic radiographers following structured simulation-based training using Virtual Medical Coaching, compared with traditional clinical preparation pathways.
Graduates who completed simulation-based training were compared with peers who had received conventional preparation, including classroom-based instruction and standard simulation activities. Preparedness was assessed using quantitative measures of confidence, decision-making, and readiness for independent practice, alongside qualitative feedback.
Radiographers trained using simulation demonstrated higher confidence levels, stronger clinical decision-making, and improved readiness for real-world practice compared with those trained through traditional pathways. Qualitative findings indicated that simulation supported better anticipation of clinical challenges and more consistent performance during early professional practice.
The authors conclude that structured simulation-based training improves clinical preparedness at graduation and supports a safer, more consistent transition into professional radiography practice.
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Enhancing Educational Outcomes Through Hybrid Simulation Methods (Arroyo, S., Garcia, A., 2025)
This three-year longitudinal cohort study compared traditional physical simulation alone with a hybrid model combining physical simulation and immersive virtual reality in undergraduate radiography education.
Sixty-five students trained using Virtual Medical Coaching’s X-Ray Pro VR, alongside Siemens physical simulation systems, were compared with a control cohort of 50 students trained using physical simulation only.
Students in the hybrid VR cohort demonstrated significantly higher post-test knowledge scores, practical examination performance, internship readiness, and clinical preparedness across all measured outcomes (P < .001).
The authors explicitly evaluated alternative simulation platforms, including MedSpaceVR, Shaderware/RadSimTech, Simtics, Ziltron, CETSOL, and Vitasim. These platforms were trialled but deemed unsuitable for the university’s pedagogical requirements. Virtual Medical Coaching was selected due to its ability to support both fully immersive VR and desktop-based simulation within a single curriculum.
The study concludes that hybrid VR integration delivers sustained improvements in academic performance, engagement, motivation, and career readiness compared with physical simulation alone.
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The impact of 3D virtual reality radiography practice on student performance in clinical practice (O’Connor, M., Rainford, 2023)
This mixed-methods study investigated whether structured 3D virtual reality (VR) radiography practice translated into measurable improvements in student performance during real clinical placement.
Undergraduate radiography students completed repeated VR-based positioning and image acquisition practice using Virtual Medical Coaching before entering clinical environments. Their subsequent clinical performance was compared with that of students who had received traditional preparation without immersive VR practice.
Students who used VR demonstrated significantly higher clinical performance scores, particularly in positioning accuracy, workflow execution, and image quality assessment. Clinical supervisors reported that VR-trained students required less corrective intervention and adapted more quickly to clinical routines.
Qualitative feedback indicated that VR practice improved confidence, spatial awareness, and decision-making under clinical conditions. Students reported feeling better prepared for patient interaction, equipment handling, and real-world constraints compared with peers trained using conventional methods alone.
The authors conclude that immersive VR practice using Virtual Medical Coaching's software provides effective skills transfer from simulation to clinical practice, supporting its use as a preparatory tool to enhance clinical readiness and performance in radiography education.
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The effect of non-immersive virtual reality radiographic positioning simulation on first-year radiography students’ image evaluation performance (Miller, A., Schmid, A., & Abbey, C., 2024)
This controlled study examined whether non-immersive virtual reality (screen-based) radiographic positioning simulation improved image evaluation skills among first-year radiography students when compared with traditional teaching methods.
Students used a non-immersive VR positioning tool delivered via desktop interface, without head-mounted display or embodied interaction. Their performance in image evaluation tasks was assessed and compared with peers trained using conventional instructional approaches.
Results showed modest improvements in theoretical understanding of positioning concepts and error recognition. However, gains in practical performance, spatial understanding, and procedural confidence were limited when compared with outcomes typically reported in immersive VR studies.
The authors noted that the absence of embodied interaction, depth perception, and real-time spatial feedback constrained the educational impact of non-immersive VR. Students reported difficulty translating screen-based positioning tasks into real clinical scenarios.
The study concludes that while non-immersive VR can support early conceptual learning, it does not provide the same level of skills transfer, spatial reasoning development, or clinical preparedness associated with immersive virtual reality platforms such as Virtual Medical Coaching.
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Comparison of virtual reality and physical simulation training in first-year radiography students
(Rowe, G., García, S., & Rossi, P., 2022)
This comparative study evaluated the effectiveness of virtual reality (VR) simulation versus traditional physical simulation in first-year undergraduate radiography education.
Students were assigned to either VR-based training using Virtual Medical Coaching or conventional physical simulation using standard laboratory equipment. Both groups received equivalent instructional time and covered the same radiographic positioning and image acquisition tasks.
Students trained with VR demonstrated comparable or superior performance in image evaluation, positioning accuracy, and conceptual understanding of radiographic principles. The VR cohort also showed greater consistency in performance across repeated tasks, reflecting the benefits of structured, repeatable practice.
Survey and observational data indicated higher engagement and motivation among students using VR simulation, with learners reporting increased confidence prior to initial clinical exposure. Educators noted that VR supported standardisation of training experiences that are difficult to achieve with physical simulation alone.
The authors conclude that VR simulation represents a viable and effective alternative to physical simulation in early radiography education, particularly where access to equipment, time, or clinical placement opportunities is limited.
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3D virtual reality simulation in radiography education: The students’ experience (O’Connor, M., & Rainford, L., 2020)
This qualitative study explored undergraduate radiography students’ experiences of using three-dimensional virtual reality (VR) simulation as part of their educational programme.
Students used immersive VR simulation delivered via Virtual Medical Coaching to practise radiographic positioning, workflow, and image evaluation prior to clinical placement. Data were collected through structured questionnaires and open-ended responses focusing on usability, realism, and perceived educational value.
Students reported high levels of engagement and described the VR environment as realistic and clinically relevant. Key themes included improved spatial awareness, better understanding of equipment positioning, and increased confidence when approaching real clinical situations.
Participants highlighted the value of being able to repeat procedures, make mistakes without patient risk, and receive immediate feedback. Many reported that VR helped bridge the gap between theoretical instruction and clinical practice.
The authors conclude that immersive 3D VR simulation is a well-accepted and educationally valuable tool in radiography education, particularly for supporting early skills development and preparing students for clinical placement.
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Student perceptions of the use of three-dimensional virtual reality simulation in the delivery of radiation protection training for radiography and medical students (L. Rainford, A. Tcacenco, J. Potocnik, C. Brophy, A. Lunney, D. Kearney, M. O'Connor, 2023)
This mixed-methods study examined radiography and medical students’ perceptions of three-dimensional immersive virtual reality (VR) simulation for radiation protection education.
Students used immersive VR simulation delivered via Virtual Medical Coaching to explore radiation physics concepts, scatter behaviour, and dose-reduction principles within realistic clinical scenarios. Perceptions were evaluated using structured questionnaires and qualitative feedback focusing on understanding, engagement, and perceived relevance to clinical practice.
Students reported that VR improved their conceptual understanding of radiation protection, particularly abstract concepts such as scatter distribution and the impact of positioning and shielding. Many described VR as more effective than traditional lectures for visualising radiation behaviour and understanding cause-and-effect relationships.
Participants also reported increased confidence in applying radiation protection principles in clinical settings and valued the ability to experiment safely without patient risk. Engagement and motivation scores were consistently higher than those typically associated with didactic teaching.
The authors conclude that immersive VR is a valuable and acceptable method for delivering radiation protection education, supporting deeper understanding and improved learner confidence across both radiography and medical student cohorts.
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Assessing the impact of virtual reality training on radiation dose reduction among interventional radiology nurses: a multicenter crossover study (Kaber K. Khamis, Amina S. Bello, Muhammad L. Abdullahi, 2025)
This multicenter crossover study evaluated whether immersive virtual reality radiation safety training could reduce occupational radiation exposure among interventional radiology nurses.
Participants completed both traditional radiation safety training and immersive VR-based training using Virtual Medical Coaching’s RadSafe VR platform, allowing direct within-participant comparison of learning and practice outcomes. Radiation protection behaviours and dose-related outcomes were assessed during routine clinical work.
Following VR training, nurses demonstrated improved application of radiation protection principles, including positioning awareness and use of shielding. The crossover design controlled for individual and institutional variation, strengthening the attribution of observed improvements to the VR intervention rather than experience alone.
Participants reported greater engagement and perceived relevance of VR training compared with conventional instruction, particularly in understanding scatter behaviour and high-risk positioning scenarios encountered in daily practice.
The authors conclude that immersive VR training is an effective adjunct to traditional education for interventional radiology nurses and has the potential to support meaningful reductions in occupational radiation exposure in clinical environments.
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Comparing virtual reality and traditional training in radiation safety practices over three years among cardiologists and scrub nurses (Rezaei, A., Karimi, H., Jafari, R., Esmaili, M., & Naseri, S, 2025)
This longitudinal comparative study evaluated immersive virtual reality (VR) radiation safety training against traditional instruction over three years among cardiologists and scrub nurses working in fluoroscopy-guided clinical environments.
Participants received either immersive VR-based radiation safety training using Virtual Medical Coaching or conventional education, with outcomes assessed repeatedly to examine the durability of training effects rather than short-term knowledge acquisition.
Across the three-year follow-up, clinicians trained with VR demonstrated more consistent application of radiation protection behaviours, including improved positioning awareness, shielding use, and procedural decision-making associated with dose management. In contrast, participants receiving traditional training showed greater variability and evidence of skill decay over time.
The extended study design enabled evaluation of sustained behavioural change in real clinical practice, rather than transient improvements following instruction. Findings indicate that immersive VR supports longer-term retention and application of radiation safety practices in high-exposure roles.
The authors conclude that immersive virtual reality training provides more durable improvements in radiation safety behaviour than traditional training methods, particularly for clinicians regularly exposed to ionising radiation.
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Virtual reality training for radiation safety in cardiac catheterization laboratories: an integrated study (Fujiwara, A., Fujimoto, S., Ishikawa, R., & Tanaka, A., 2024)
This prospective cohort study evaluated the impact of structured radiation safety training delivered using Virtual Medical Coaching on occupational exposure in a cardiac catheterization laboratory.
Forty-eight healthcare professionals, including cardiologists, perioperative nurses, and radiographers, completed a one-hour self-directed training intervention. Radiation dose was measured during real clinical procedures using personal dosimeters positioned at the eye, chest, and pelvis before and after training.
Following the intervention, statistically significant reductions in occupational radiation dose were observed across all professional groups. Dose reductions ranged from approximately 15% to over 40% depending on role and anatomical measurement site, with the largest reductions observed in chest and eye dose.
Participants reported improved understanding of scatter radiation behaviour, increased awareness of high-risk positioning scenarios, and greater confidence in applying dose-reduction strategies during procedures.
The authors conclude that targeted simulation-based radiation safety training can produce measurable reductions in staff radiation exposure in catheterization laboratory environments, with implications for both safety practice and training efficiency
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Comparative Effectiveness of Immersive Virtual Reality and Traditional Didactic Training on Radiation Safety in Medical Professionals: A Crossover Study (2025)
(Mwangi, W., & Tanaka, Y.)
This crossover study compared immersive simulation-based radiation safety training with traditional didactic instruction among medical professionals routinely exposed to ionising radiation.
Participants completed both training modalities in alternating sequence, allowing within-participant comparison of learning outcomes and application of radiation safety principles. Outcomes were assessed following each training condition to evaluate differences in knowledge application and practice-relevant behaviour.
Training delivered via immersive simulation resulted in stronger application of radiation protection principles, particularly in recognising high-risk scenarios, positioning awareness, and procedural decision-making relevant to dose management. Traditional didactic training showed more variable performance across participants.
The crossover design reduced the influence of individual experience and institutional context, strengthening attribution of observed differences to the training approach rather than learner characteristics alone.
The authors conclude that immersive simulation-based training is more effective than traditional didactic instruction for supporting practical radiation safety performance in medical professionals working in radiation-intensive clinical environments.
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Virtual reality training to enhance clinical competence and student engagement in Ghana
(Baidoo, K., & Adu, C., 2025)
This mixed-methods study evaluated the impact of structured simulation training on clinical competence and student engagement within undergraduate midwifery education in Ghana.
Two first-year student cohorts were compared: one trained using conventional task trainers and one trained using Virtual Medical Coaching’s BirthWise VR. Both groups covered identical clinical skills and learning objectives aligned to the curriculum.
Students in the simulation-based cohort achieved significantly higher post-test scores and practical assessment results compared with the control group. Engagement, satisfaction, and perceived learning effectiveness were also consistently higher among students trained using simulation.
Qualitative findings indicated that students valued the opportunity to practise complete clinical scenarios, repeat procedures, and receive immediate feedback in a safe environment. Educators reported improved skill consistency and greater learner confidence during subsequent clinical activities.
The authors conclude that structured simulation training can enhance both clinical competence and student engagement in midwifery education, with particular relevance for settings where clinical exposure and supervision opportunities are limited.