Qualitative reflections from medical students learning about Radiotherapy through VERT

Corcoran, Christian, Calder, Kerrie-Anne and Kirby, Mike ORCID: 0000-0001-9765-5641 (2026) Qualitative reflections from medical students learning about Radiotherapy through VERT [Poster]

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Description

Introduction Clinical simulation is growing quickly on medical and healthcare professionalprogrammes. The Virtual Environment for Radiotherapy Training (VERT) platformprovides immersive and interactive learning for external beam radiotherapy and imaging.VERT's been used extensively for the training of therapeutic radiographers – but for thoseundergoing medical training, VERT has a potential role in cancer studies. At LiverpoolUniversity, VERT sessions are now provided for fourth year MBChB students prior tooncology placements. Here we present an evaluation of such sessions, concentrating ontheir qualitative refl ections. Methods A fully anonymised, voluntary mixed-methods approach was used, under full LiverpoolUniversity Ethics approval. Twenty-four participated in hour-long sessions of (a) anintroductory presentation on Radiotherapy in Oncology; (b) a demonstration ofimmobilisation equipment and (c) a VERT demonstration of typical on-set procedures.Students completed questionnaires before and after the session; collecting quantitativedata (using Likert-styled questions) regarding knowledge and understanding; andqualitative experiential data through open-ended questions. Pre-session questionsexamined expectations and previous VR experiences etc.. Post-session questions focusedon VERT meeting expectations; aspects most and least enjoyed; VERT’s help inunderstanding etc.. Results Qualitative responses were reviewed and coded thematically, for the rich set of responsesreceived. Four broad themes emerged (1) Expectations and Perceptions of VERT; (2)Learning and Understanding of Radiotherapy Concepts; (3) Attitudes towards VERT andsuggested improvements; (4) Attitudes and perceptions. As examples, just within the fi rst theme, pre-session many were uncertain what toexpect; some expressed curiosity and excitement; several showed an interest inunderstanding the patient’s perspective – e.g. “to see what the patient experience is andhelp us understand a bit better of the indications and risks with radiotherapy”. Post-session, over 75% felt VERT was useful, met or even exceeded expectations. Theyappreciated the clarity gained on treatment planning, equipment and the radiotherapyprocess – e.g. “It allowed me to visualise the process and how it works that you can’t getfrom conventional teaching, and I fi nd this really helpful and gives you a greatunderstanding being able to see it. Some expected more hands-on, immersive and/orinteractive experiences – “more interaction with the VERT programme…”. Conclusions Overall, the results suggest the VERT experience was a valuable resource, augmentingknowledge and understanding of radiotherapy. Some expected more immersive/hands-on experiences, but most felt it was useful and met/exceeded expectations. Areas forimprovement and development were nicely highlighted and will be examined fordeveloping future sessions.

Item Type:	Poster
Divisions:	Faculty of Health & Life Sciences Faculty of Health & Life Sciences > Inst. Population Health Faculty of Health & Life Sciences > Inst. Population Health > School of AHPs and Nursing
Depositing User:	Symplectic Admin
Date Deposited:	16 Feb 2026 14:22
Last Modified:	16 Feb 2026 14:22
DOI:	10.13140/RG.2.2.22909.63203
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3197041
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