Virtual Reality in Surgical Education: Evidence, Applications, Implementation Challenges, and Future Directions.
4 affiliations
- 1Department of General Surgery, Xiangya Hospital, Central South University, Changsha, Hunan, 410008, People's Republic of China.
- 2Clinical Research Center for Thyroid Disease in Hunan Province, Changsha, Hunan, 410008, People's Republic of China.
- 3Hunan Provincial Engineering Research Center for Thyroid and Related Diseases Treatment Technology, Changsha, Hunan, 410008, People's Republic of China.
- 4National Clinical Research Center for Geriatric Disorders (Xiangya Hospital), Changsha, Hunan, 410008, People's Republic of China.
Abstract
This narrative review examines the role of virtual reality (VR) in surgical education, including practice, assessment, rehearsal, and collaboration. It considers applications across neurosurgery, ophthalmology, orthopedics, spine surgery, laparoscopy, robotic surgery, and oral and maxillofacial surgery. Targeted searches of PubMed and Crossref covered January 1990 through July 20, 2026. Titles and abstracts were screened for relevance, and study selection was cross-checked by two authors; systematic reviews, meta-analyses, randomized trials, multicenter studies, and specialty-specific validation studies were prioritized. No independent formal assessment of evidence quality was performed. Evidence most consistently supports short-term knowledge and technical-skill acquisition, particularly in laparoscopy, ophthalmology, and selected orthopedic procedures. Transfer to supervised operative performance is supported for specific tasks, but patient-level evidence remains limited and should not be generalized across platforms or specialties. Effective use depends on curricular design, deliberate practice, feedback, proficiency standards, and validity evidence appropriate to the intended educational use. Persistent barriers include incomplete haptic fidelity, cybersickness, unequal access, total cost of ownership, faculty readiness, heterogeneous outcome measures, and limited external validation. Artificial intelligence may support automated assessment and adaptive instruction, while hybrid simulation, patient-specific modeling, remote learning, and multiplayer environments may broaden educational reach. These innovations require transparent validation, human oversight, and equity-focused implementation. VR should be adopted as a targeted component of blended surgical education rather than as a replacement for other simulation methods or supervised clinical experience.
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BibTeX
@article{huang2026virtual,
title = {{Virtual Reality in Surgical Education: Evidence, Applications, Implementation Challenges, and Future Directions.}},
author = {Peng Huang and Jia-Xing Zeng and Zhi-Jun Zhan and Neng Tang and Shi Chang},
journal = {Advances in medical education and practice},
year = {2026},
month = oct,
doi = {10.2147/amep.s642019},
url = {https://europepmc.org/article/MED/42953415},
note = {CC BY-NC},
}
RIS
TY - JOUR
TI - Virtual Reality in Surgical Education: Evidence, Applications, Implementation Challenges, and Future Directions.
AU - Peng Huang
AU - Jia-Xing Zeng
AU - Zhi-Jun Zhan
AU - Neng Tang
AU - Shi Chang
PY - 2026
DA - 2026/10/24
JO - Advances in medical education and practice
DO - 10.2147/amep.s642019
UR - https://europepmc.org/article/MED/42953415
AB - This narrative review examines the role of virtual reality (VR) in surgical education, including practice, assessment, rehearsal, and collaboration. It considers applications across neurosurgery, ophthalmology, orthopedics, spine surgery, laparoscopy, robotic surgery, and oral and maxillofacial surgery. Targeted searches of PubMed and Crossref covered January 1990 through July 20, 2026. Titles and abstracts were screened for relevance, and study selection was cross-checked by two authors; systematic reviews, meta-analyses, randomized trials, multicenter studies, and specialty-specific validation studies were prioritized. No independent formal assessment of evidence quality was performed. Evidence most consistently supports short-term knowledge and technical-skill acquisition, particularly in laparoscopy, ophthalmology, and selected orthopedic procedures. Transfer to supervised operative performance is supported for specific tasks, but patient-level evidence remains limited and should not be generalized across platforms or specialties. Effective use depends on curricular design, deliberate practice, feedback, proficiency standards, and validity evidence appropriate to the intended educational use. Persistent barriers include incomplete haptic fidelity, cybersickness, unequal access, total cost of ownership, faculty readiness, heterogeneous outcome measures, and limited external validation. Artificial intelligence may support automated assessment and adaptive instruction, while hybrid simulation, patient-specific modeling, remote learning, and multiplayer environments may broaden educational reach. These innovations require transparent validation, human oversight, and equity-focused implementation. VR should be adopted as a targeted component of blended surgical education rather than as a replacement for other simulation methods or supervised clinical experience.
SN - 1179-7258
ER -