Boosting electrocardiography leads location training through virtual reality simulation: effects on skill performance and learner satisfaction

Background The purpose of this study was to investigate the effect of electrocardiography lead placement training on the performance and satisfaction of medical students using VR and compare it with training on a real patient and training on a mannequin. Methods This was a true experimental study. Ninety undergraduate medical students in the internal medicine rotation course were included in the study. The simulation software for the insertion of electrocardiography lead placement training was designed. The students were then divided into three groups. Practical training for lead placement was conducted via three methods: training on a real patient, a mannequin, and training through VR simulation. The course was evaluated through the DOPS (Direct Observation of Procedural Skills) test and the satisfaction survey form. Results The analysis of the DOPS test scores revealed a significant difference between the VR group and the other two groups (patient: 15.2 (1.89), mannequin: 15.3 (1.71) and VR: 17.5 (1.35)) (P value < 0.001). The results of the survey also indicated that the satisfaction of the students in the VR group was significantly greater than that of the other two groups of patients: (0.24) 1.74, (0.18) 1.76 and (0.18) 2.35 (P value < 0.001). Conclusion Considering the attractiveness of VR, the use of this software along with other teaching models in anatomy education can increase the motivation and satisfaction of learners.