Immersive 3D vs Physical Simulation in Training Novices for Laser-Based Endourological Procedures: Protocol for a Randomized Controlled Trial

Simulation-based learning constitutes a valuable component of medical training, with immersive 3D simulations and physical simulations being commonly used. Immersive 3D simulation training has been proven to enhance procedural skills and their transfer, whereas physical simulators allow for haptic feedback. However, direct comparative evidence between these 2 simulation modalities is scarce and often does not address cognitive, motivational, and perceived learning outcomes, which also have an effect on actual learning outcomes.

The objective of this study is to evaluate whether immersive 3D simulation (a primarily screen-based, PC- or tablet-delivered simulator with optional virtual reality elements) can serve as a complementary or preparatory modality to physical simulator training when teaching novice trainees endourological laser-based procedures. Specifically, we investigate whether pretraining on an immersive 3D simulator facilitates the transfer of procedural knowledge and technical skills to the physical simulator, alongside its effects on cognitive load, motivation, and perceived learning.