26gma020 10.3205/26gma020 urn:nbn:de:0183-26gma0204 Meeting Abstract Seeser Seeser Franziska F

LMU University Hospital, LMU Munich, Institute of Medical Education, Munich, Germany

author Beißwenger Beißwenger Vera V

LMU University Hospital, LMU Munich, Institute of Medical Education, Munich, Germany

author Mühling Mühling Tobias T

University Hospital Würzburg, Institute of Medical Teaching and Medical Education Research, Würzburg, Germany

author Fischer Fischer Martin R. MR

LMU University Hospital, LMU Munich, Institute of Medical Education, Munich, Germany

author Berndt Berndt Markus M

LMU University Hospital, LMU Munich, Institute of Medical Education, Munich, Germany

author German Medical Science GMS Publishing House

Düsseldorf

610 20260904 engl This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). M0655 020 Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) V-04 KI – Virtual Reality & Immersives Lernen Dresden 20260917 20260919 V-0402 TextBackground: Objective Structured Clinical Examinations (OSCEs) are a widely established format in medical education for assessing clinical competence but are often resource-intensive. Virtual reality (VR) in OSCEs may offer a scalable alternative ; however, there are concerns that VR competence – the ability to navigate and operate VR systems – affects assessment outcomes . The present study investigated whether general VR competence, among other factors, predicts performance in a VR-based OSCE.Methods: In a quantitative study, N=68 medical students in the clinical study phase at a German medical faculty completed a standardized VR emergency OSCE scenario, covering diagnostic assessment, decision-making, and initial treatment steps. Clinical competence was scored using structured checklists. Beforehand, participants answered a 20-item single choice declarative knowledge test on emergency medicine and some sociodemographic items (gender, clinical semester, prior clinical experience, gaming experience). VR competence was assessed using a validated VR application consisting of eight levels designed to measure competence in the domains of navigation, UI activation, and object manipulation. Data were analyzed using multiple stepwise linear regression with OSCE performance as the dependent variable and VR competence, prior knowledge, and demographic variables as predictors.Results: The mean OSCE score was 12.93 (SD=3.94) out of 25.5 points, suggesting moderate difficulty (p=.51). Several OSCE checklist items demonstrated good to very good corrected item-total correlations (r≥.30), indicating that the station was able to differentiate between higher- and lower-performing students. Internal consistency of the OSCE checklist was acceptable (Cronbach’s α=.66), considering the heterogeneous nature of the assessed clinical tasks.The final regression model explained 10% (adjusted R2=.10) of the variance in OSCE performance, indicating a small effect of basic VR hardware handling skills (Level 1 of VR application) as the only significant predictor (β=.25, p=.050). Prior knowledge and demographics were non-significant and explained little to no variance in OSCE performance. More complex VR interaction skills were not associated with higher OSCE performance.Discussion: In this study, general VR competence (apart from hardware handling), prior declarative knowledge, and demographics played a minor role for VR OSCE performance. The negligible influence of these factors supports the construct validity of the VR-OSCE as an assessment format for clinical competence. However, the predictive value of hardware handling suggests that some training with the VR equipment prior to taking part in the VR-OSCE is warranted.Take-home messages: VR-based OSCEs present a suitable format to assess clinical competence. Examinees should receive standardized training in VR hardware handling prior to assessment to ensure equal preconditions. Mühling T Schreiner V Appel M Leutritz T König S Clinical Competency Assessments: Comparing Virtual-Reality-Based and Traditional Physical OSCE Stations - A Randomized Controlled Trial 2025 J Med Internet Res e55066 Mühling T, Schreiner V, Appel M, Leutritz T, König S. Clinical Competency Assessments: Comparing Virtual-Reality-Based and Traditional Physical OSCE Stations - A Randomized Controlled Trial. J Med Internet Res. 2025;27:e55066. DOI: 10.2196/55066 http://dx.doi.org/10.2196/55066 Oberdörfer S Heinisch M Mühling T Schreiner V König S Latoschik M Ready for VR? Assessing VR competence and exploring the role of human abilities and characteristics 2025 Front Virtual Real Oberdörfer S, Heinisch M, Mühling T, Schreiner V, König S, Latoschik M. Ready for VR? Assessing VR competence and exploring the role of human abilities and characteristics. Front Virtual Real. 2025;6. DOI: 10.3389/frvir.2025.1608593 http://dx.doi.org/10.3389/frvir.2025.1608593 0 0 0 0