Abstract:

The medical laboratory technologist (MLT) plays a vital role in supporting diagnosis and monitoring patients’ therapeutic follow-up. This highly technical profession requires strong competencies and constant adaptation to technological advances. While initial MLT training traditionally relies heavily on laboratory practice and the learning of manual analytical techniques, these have now largely been replaced by automated analyzers. A recent national audit of Belgian curricula underlined that this evolution can create gaps in students’ preparation for internships and professional practice, because training rarely teaches and assesses, in a structured way, the handling of medical analysis automation.

The VR Diagnostix project addresses this issue through the following question: how does the use of a virtual reality (VR)–based serious game influence the acquisition of technical skills and the mastery of precise manipulation required for operating automated analyzers among medical laboratory technology students? A multidisciplinary partnership of teachers from two Universities of Applied Sciences involved in the MLT curriculum (HELMo and HEPL), together with educational specialists, draws on scientific expertise and a pedagogy-oriented approach to test the potential of VR as a training tool.

The literature on simulation-based learning suggests that immersive VR can enhance learning in healthcare by providing safe, repeatable practice situations. Across multiple domains, VR training is associated with improvements in knowledge, procedural performance, confidence, and learner satisfaction when compared with conventional methods alone. VR also enables learners to make mistakes without risk to patients or equipment, receive immediate feedback, and rehearse complex sequences until they become fluent. However, evidence still calls for robust, context-specific studies to guide implementation, especially for technical professions that increasingly depend on automation.

This study adopts a mixed-methods approach combining quantitative and qualitative data to assess user experience and skill acquisition. It involves 185 students from three Universities of Applied Sciences in Liège (HELMo, HEPL, and HECh), across all program years. An online pre-test assessed initial skill levels and prior exposure to automation, followed by VR-based learning sessions in hematology and clinical chemistry with 82 third-year students. A post-test then measured changes in targeted competencies, including workflow sequencing, correct parameter selection, response to common alerts, and quality control actions. User experience was analyzed using a holistic model focusing on engagement, usability, and sense of presence, complemented by open-ended feedback.

Preliminary results indicate improved mobilization of certain competencies after VR training, alongside notable disparities in technological skills. Some students experienced difficulties applying theoretical knowledge to simulated analyzer behavior and formalizing observations during VR sessions. Overall, feedback on the simulation and its pedagogical value was highly positive. Skill acquisition was further supported through a post-intervention situational assessment exercise (SAE) aligned with internship expectations. Next steps will refine the scenarios, address digital skill gaps, and examine transfer of learning to real laboratory settings.

Keywords:

VR, education, laboratory.