26gma021 10.3205/26gma021 urn:nbn:de:0183-26gma0216 Meeting Abstract Dabel Dabel Jennifer J

University of Münster, Institute of Education and Student Affairs, Münster, Germany

author Meier Meier Norbert N

University of Münster, University Hospital Münster, Clinic for Radiology, Münster, Germany

author Süncksen Süncksen Matthias M

Flensburg University of Applied Sciences, Center for Interaction, Visualization and Usability (CIVU), Flensburg, Germany

author Mayer Mayer Lukas L

Flensburg University of Applied Sciences, Center for Interaction, Visualization and Usability (CIVU), Flensburg, Germany

author Zak Zak Gisela G

University of Münster, University Hospital Münster, Clinic for Radiology, Münster, Germany

author Teistler Teistler Michael M

Flensburg University of Applied Sciences, Center for Interaction, Visualization and Usability (CIVU), Flensburg, Germany

author Marschall Marschall Bernhard B

University of Münster, Institute of Education and Student Affairs, Münster, Germany

author Helfen Helfen Anne A

University of Münster, University Hospital Münster, Clinic for Radiology, Münster, Germany

author Junga Junga Anna A

University of Münster, Institute of Education and Student Affairs, Münster, 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 021 Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) V-04 KI – Virtual Reality & Immersives Lernen Dresden 20260917 20260919 V-0403 TextBackground: Radiation protection remains abstract in medical training as ionizing radiation is not perceptible to human senses. Theoretical instruction often fails to bridge the gap to safe clinical behavior in the operating room. This study evaluates a newly developed, curricular virtual reality (VR) course designed to visualize scatter radiation and improve medical students’ safety-related self-efficacy.Methods: In a prospective study at the University of Münster (winterterm 2025/26), a VR radiation protection module was implemented as a mandatory curricular component for 169 third-year medical students. Data from 139 students who provided written informed consent were included in the evaluation. The core intervention consisted of an immersive VR simulation featuring a virtual operating room with a C-arm based on the proof-of-concept by Süncksen et al. and was specifically adapted for this course. Scatter radiation was rendered as real-time 3D heatmap. Evaluation was conducted via pre- and post-intervention surveys (5-point Likert scales), including the NASA Task Load Index (NASA-TLX) to assess mental demand and frustration. Statistical analysis presented in mean (M)±SD, utilized paired samples t-tests and Cohen’s d.Results: The module achieved a global rating of 71.2±21.7 (scale 1-100). Students reported high immersion (M=3.6±0.9) and enjoyment (M=4.1±1.0) with low physical demand (M=1.7±0.9). NASA-TLX scores indicated moderate mental demand (M=2.4±1.1) and task complexity (M=2.5±0.9), suggesting a well-balanced challenge. Comparisons of self-assessment scores in the pre- and post-intervention questionnaires revealed significant improvements across all competency domains (p<0.001). The most pronounced effect was observed for safe positioning within the room (d=1.1; pre: M=2.3±1.0, post: M=3.3±0.9). Overall, 91.7% of students recommended the permanent integration of the VR course.Discussion: Virtual reality effectively bridges the gap between theory and practice by rendering invisible radiation hazards visible. The immersive 3D heatmap enables students to experience spatial dose distributions, transforming abstract safety principles into tangible experiences. Our results align with prior research , while highlighting the specific impact of high-fidelity heatmaps on spatial awareness. NASA-TLX data confirm the simulation is intellectually stimulating without inducing excessive cognitive demand, ensuring feasibility for mandatory curricular use. Building on institutional VR-expertise , this module can help to establish a scalable educational standard that effectively prepares students for radiation-safe behavior in clinical practice.Take-home messages: Immersive 3D heatmaps significantly enhance student self-efficacy in radiation-safe positioning. The balanced cognitive load and high student acceptance made this scalable VR module a useable approach for risk-free practical training. Süncksen M Bott OJ Dresing K Teistler M Simulation of scattered radiation during intraoperative imaging in a virtual reality learning environment 2020 Int J Comput Assist Radiol Surg 691-702 Süncksen M, Bott OJ, Dresing K, Teistler M. Simulation of scattered radiation during intraoperative imaging in a virtual reality learning environment. Int J Comput Assist Radiol Surg. 2020;15(4):691-702. DOI: 10.1007/s11548-020-02126-x http://dx.doi.org/10.1007/s11548-020-02126-x Rainford L Tcacenco A Potocnik J Brophy C Lunney A Kearney D O’Connor M Student perceptions of the use of three-dimensional (3-D) virtual reality (VR) simulation in the delivery of radiation protection training 2023 Radiography (Lond) 777-785 Rainford L, Tcacenco A, Potocnik J, Brophy C, Lunney A, Kearney D, O’Connor M. Student perceptions of the use of three-dimensional (3-D) virtual reality (VR) simulation in the delivery of radiation protection training. Radiography (Lond). 2023;29(4):777-785. DOI: 10.1016/j.radi.2023.05.009 http://dx.doi.org/10.1016/j.radi.2023.05.009 Junga A Kockwelp P Valkov D Schulze H Bozdere P Hätscher O Ahrens H Marschall B Risse B Holling M Teach the Unteachable with a Virtual Reality (VR) Brain Death Scenario - 800 Students and 3 Years of Experience 2025 Perspect Med Educ 44-54 Junga A, Kockwelp P, Valkov D, Schulze H, Bozdere P, Hätscher O, Ahrens H, Marschall B, Risse B, Holling M. Teach the Unteachable with a Virtual Reality (VR) Brain Death Scenario - 800 Students and 3 Years of Experience. Perspect Med Educ. 2025;14(1):44-54. DOI: 10.5334/pme.1427 http://dx.doi.org/10.5334/pme.1427 0 0 0 0