A multicentre immersive virtual-world course for radiology residents: feasibility, educational outcomes, and participant perceptions
Abstract
Objectives: To design and implement an immersive course on plain radiograph interpretation for radiology residents within a three-dimensional virtual world and to evaluate its feasibility, participants’ perceptions, and short-term changes in knowledge-test performance.
Materials and methods: The course, delivered in a three-dimensional virtual world over 22 days, included seven 3-h synchronous sessions and asynchronous case-based activities. Educational outcomes were assessed using pre- and post-course multiple-choice tests. Participants’ experience was evaluated using 9-point Likert-scale items assessing cognitive load, perceived course level, and usefulness for clinical practice. After the course, participants completed an evaluation questionnaire including 5-point Likert-scale items, numerical ratings (0–10), and open-ended questions. Student’s t -test was used for continuous variables and the Mann–Whitney U test for ordinal data.
Results: Sixty-seven residents from 27 hospitals met the certification criterion across two editions in 2021 and 2022. Forty-seven completed both the pre- and post-course tests, with mean scores increasing from 60.4 ± 6.5% to 70.2 ± 9.0% ( p < 0.001). Participants reported positive perceptions, with high agreement for usefulness and adequacy (> 90%) and a mean usefulness score of 7.7 ± 1.2. Ratings were generally high (> 7/10), particularly for instructors, educational content, and course organisation, whereas interaction among participants received lower ratings.
Conclusions: Immersive online teaching in a three-dimensional virtual world is a feasible approach for radiology resident education. Participation in the course was associated with improved short-term performance on a repeated knowledge test and positive participant perceptions. This format may complement traditional teaching methods in cohorts composed predominantly of early-year radiology residents.
Key Points: Question Flexible educational approaches are needed to reinforce plain radiograph interpretation training among radiology residents, but evidence supporting virtual-world training remains limited.
Findings The virtual-world course was feasible and positively valued by participants, with participation associated with improved short-term performance on a repeated knowledge test.
Critical relevance statement Immersive teaching in a three-dimensional virtual world is a feasible and well-accepted approach that may complement plain radiograph interpretation training in cohorts composed predominantly of first and second-year radiology residents.
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BibTeX
@article{pinopostigo2026multicentre,
title = {{A multicentre immersive virtual-world course for radiology residents: feasibility, educational outcomes, and participant perceptions}},
author = {Alberto Pino-Postigo and Dolores Domínguez-Pinos and Eugenio L. Navarro-Sanchis and Miguel J. Ruiz Gómez and Francisco Sendra-Portero},
journal = {Insights into Imaging},
year = {2026},
month = oct,
doi = {10.1186/s13244-026-02455-6},
url = {https://link.springer.com/article/10.1186/s13244-026-02455-6},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - A multicentre immersive virtual-world course for radiology residents: feasibility, educational outcomes, and participant perceptions
AU - Alberto Pino-Postigo
AU - Dolores Domínguez-Pinos
AU - Eugenio L. Navarro-Sanchis
AU - Miguel J. Ruiz Gómez
AU - Francisco Sendra-Portero
PY - 2026
DA - 2026/10/29
JO - Insights into Imaging
DO - 10.1186/s13244-026-02455-6
UR - https://link.springer.com/article/10.1186/s13244-026-02455-6
AB - Objectives: To design and implement an immersive course on plain radiograph interpretation for radiology residents within a three-dimensional virtual world and to evaluate its feasibility, participants’ perceptions, and short-term changes in knowledge-test performance. Materials and methods: The course, delivered in a three-dimensional virtual world over 22 days, included seven 3-h synchronous sessions and asynchronous case-based activities. Educational outcomes were assessed using pre- and post-course multiple-choice tests. Participants’ experience was evaluated using 9-point Likert-scale items assessing cognitive load, perceived course level, and usefulness for clinical practice. After the course, participants completed an evaluation questionnaire including 5-point Likert-scale items, numerical ratings (0–10), and open-ended questions. Student’s t -test was used for continuous variables and the Mann–Whitney U test for ordinal data. Results: Sixty-seven residents from 27 hospitals met the certification criterion across two editions in 2021 and 2022. Forty-seven completed both the pre- and post-course tests, with mean scores increasing from 60.4 ± 6.5% to 70.2 ± 9.0% ( p < 0.001). Participants reported positive perceptions, with high agreement for usefulness and adequacy (> 90%) and a mean usefulness score of 7.7 ± 1.2. Ratings were generally high (> 7/10), particularly for instructors, educational content, and course organisation, whereas interaction among participants received lower ratings. Conclusions: Immersive online teaching in a three-dimensional virtual world is a feasible approach for radiology resident education. Participation in the course was associated with improved short-term performance on a repeated knowledge test and positive participant perceptions. This format may complement traditional teaching methods in cohorts composed predominantly of early-year radiology residents. Key Points: Question Flexible educational approaches are needed to reinforce plain radiograph interpretation training among radiology residents, but evidence supporting virtual-world training remains limited. Findings The virtual-world course was feasible and positively valued by participants, with participation associated with improved short-term performance on a repeated knowledge test. Critical relevance statement Immersive teaching in a three-dimensional virtual world is a feasible and well-accepted approach that may complement plain radiograph interpretation training in cohorts composed predominantly of first and second-year radiology residents.
SN - 1869-4101
ER -