Nuclear Medicine Radiological Hot Laboratory Simulation: A Mixed-Method Intervention Study on Immersive Virtual Reality for Sustainable Education

Abstract

The traditional training methods in radiological hot laboratories involve significant challenges, including the risk of radiation exposure and the development of radiophobia among learners. Virtual reality (VR) presents an innovative educational solution by simulating realistic hot lab environments and procedures without associated risks. This mixed-method study investigates the efficacy of VR in enhancing cognitive retention and practical skills and reducing radiophobia among students. All participants (video and VR cohorts) were given a pre-test, same-day training post-test, after 1 month, and after 3 months. In the 3-month test, 13% of the control group scored > 80%, and 87% of the VR group scored > 80% (6.69-fold more significant). VR simulated the real-world hot lab more accurately than training videos, resulting in increased confidence and safety. Resulting in the control group (video training), radiophobia decreased by 1.52-fold; in contrast, the VR training group reduced by 2.42-fold. These reductions indicate that VR training was significantly more effective in reducing radiophobia than traditional video training. VR enhanced knowledge retention, reduced radiophobia, increased safety confidence, and reduced fear about pursuing a career in nuclear medicine. Overall, VR created a safer working environment, and RT students responded more positively than the instruction videos. Consequently, a mixed-method study revealed key codes of engagement, easy understanding, memory, safety, confidence, learning experiences, implementation in the curriculum, and getting ready for clinical practice.

Keywords

• gamification
• hot lab
• immersive gaming
• immersive learning
• nuclear medicine
• radiophobia