Virtual reality based mammography training in radiography education: learning outcomes and student confidence

Introduction: Mammography education faces challenges in translating theory into practice, developing technical and professional competencies, and limited clinical training opportunities. Virtual reality (VR) emerged as a potential adjunct tool to address these challenges. The study aimed to evaluate the educational impact of a VR-based mammography training program on learning outcomes, simulation design, educational practices, and student satisfaction and self-confidence. Methods: A cross-sectional study conducted among 62 students who completed the training. Learning outcomes were assessed using a 50-item Mammography Assessment Test (MAT) administered pre- and post-training. Student perceptions were evaluated using the Educational Practices Questionnaire (EPQ; range 16–80), Simulation Design Scale (SDS; range 20–100), and Student Satisfaction and Self-Confidence in Learning Scale (SCLS; range 13–65). Results: Post-training MAT scores (75.73 ± 8.60) were significantly higher than pre-training scores (17.64 ± 5.89; p = 0.001), with female students achieving significantly higher post-test scores than males (77.80 ± 7.58 vs. 68.66 ± 8.37; p = 0.011). SDS (85.00 ± 7.51) and SCLS (51.50 ± 4.56) scores were high, reflecting strong perceptions of simulation design and learner confidence. EPQ scores (72.29 ± 8.30) were comparatively lower relative to the scale maximum, suggesting variability in perceived educational practices. A significant positive correlation was observed between SDS and SCLS scores, while no correlation was found between EPQ and other scales. Although most students preferred face-to-face learning, they reported benefits of VR in reducing anxiety and supporting skill development. Conclusion: VR-based mammography training was associated with improved learning outcomes and high level of student satisfaction and self-confidence. Implications for practice: VR-based mammography training is an adjunct educational tool in radiography education. However, optimal educational impact depends not only on simulation design but also on effective educational practices.