Virtual Reality in Healthcare Education: Centralized Capability in Medical Training

Centralized Capability in Medical Training

Abstract

ABSTRACT

Background: Virtual reality (VR) is increasingly used in healthcare education, while questions of system-level integration and scalability remain unresolved. Based on international and national research findings and their narrative reviews, both the technical and economic efficiency of VR can be established. At the same time, risks inherent in instructional design quality are highlighted, along with perceptual anomalies such as the risk of “cybersickness,” and the necessity of redefining teaching roles [1,2].

Objective: To present the introduction of a nationally managed, centralized VR educational hub for healthcare training. This article outlines the model’s scholarly foundations, economic and organizational arguments, as well as the experiences and lessons learned from a domestic pilot project (Hungarian National Ambulance Service – crisis management).

Methods:

1. Literature synthesis (2018–2025), focusing on VR learning outcomes, implementation models, and adverse effects.

2. Conceptual system design for a nationwide VR hub (architecture, quality assurance, LMS integration, logistics).

3. Pilot project – quasi-experiment at the Hungarian National Ambulance Service, comparing crisis management training in parallel face-to-face and VR-based formats, using pre- and post-tests, time measurements, and satisfaction scales.

Results: According to international and domestic findings, VR demonstrates moderate-to-large learning advantages particularly in complex, high-risk, and rarely practiced scenarios, provided that the interaction is active and aligned with didactic objectives [3]. In our experimental training conducted jointly with Dr. Balázs Kádár, the VR group achieved approximately 30% time savings, an average satisfaction score of ≥4/5, and 93% positive learning outcomes. Cost simulation indicated a potential >20% reduction in unit costs in the medium term under a centralized model. The occurrence of VR sickness was low (<5%), with mostly transient symptoms [4].

Conclusion: A VR-based educational hub combines value-based logic with standardized, measurable quality and decreasing unit costs. Under current conditions, successful implementation requires a “hub and spoke” logistics model, standardized curricula, “VR facilitator” training for educators, as well as accreditation and financing frameworks. The pilot results support the national relevance of the model, while also underscoring the need for further multicenter studies and ROI monitoring [4].