Background: As technology continues to shape society, younger generations are increasingly accustomed to its integration into daily life, making it mandatory for medical educators to adopt innovative tools like virtual reality (VR). This systematic review examines the efficacy of VR in obstetric training and patient care, focusing on its impact on educational engagement, procedural skill acquisition, and pain management in obstetric patients. Methods: A systematic review of the current literature was conducted using databases: PubMed, Web of Science, Science Direct, Scopus, Embase, The Cochrane Library, and Clinicaltrials.gov analyzing randomized controlled studies on VR’s use in obstetric training and patient care. Inclusion criteria focused on studies evaluating VR’s role in enhancing clinical skills, and pain and anxiety management during labor and procedures. Only randomized controlled trials published in English were considered. The risk of bias was assessed using RoB 2 for RCTs. Data extraction and quality appraisal were performed independently by two reviewers. Results: A total of 18 studies met the inclusion criteria. Among them, 13 studies focused on VR for pain relief and anxiety reduction, and 5 studies on medical training and skill acquisition. Most studies used immersive VR headsets, while some utilized interactive VR or serious gaming platforms. Adverse effects such as motion sickness and visual discomfort were reported in a few cases but did not significantly impact participant engagement. Conclusions: VR holds the potential to improve obstetric training and patient care by aligning with the learning preferences of younger generations and enhancing both educational and patient care experiences. However, heterogeneity in sample sizes, participants, and intervention types limits generalizability. Further large-scale, high-quality RCTs are needed to validate findings and standardize VR applications in obstetrics. This review was registered in PROSPERO (Registration ID: CRD42024619197).

Postpartum hemorrhage (PPH) is a high-stakes obstetric emergency in which delayed recognition and inadequate structured management may result in severe maternal morbidity. Medical students have limited exposure to such scenarios during clinical rotations, raising concerns regarding preparedness for emergency obstetric care. Simulation-based training has been proposed to address this situation; however, its impact on emergency-specific performance, confidence calibration, and determinants of skill acquisition remains incompletely understood. Methods: A single-group prospective pre–post-educational intervention study was conducted among sixth-year medical students following an obstetrics and gynecology rotation. Participants completed a structured high-fidelity simulation module focused on PPH management. Outcomes included an objective composite performance score and self-assessed emergency confidence. Results: A total of 215 students were included. Simulation-based training resulted in substantial improvements in PPH composite performance (scaled 0–1: 0.34 ± 0.20 to 0.67 ± 0.23; p < 0.001; Cohen’s dz = 1.38). Conclusions: Structured simulation-based PPH training markedly enhances emergency management performance among final-year medical students. Learning gains are primarily determined by baseline competence, while motivational responses are influenced by perceived realism, supporting the integration of structured emergency simulation into undergraduate curricula.

Simulation-based education has become an increasingly important component of undergraduate medical training, particularly in obstetrics, where exposure to rare but high-risk emergencies may be limited during clinical rotations. Simulation provides a safe environment in which students can acquire procedural skills, improve decision-making, and develop confidence before encountering critical clinical situations. However, educational effectiveness is assessed differently across simulation-based obstetric training studies. This narrative review examines the educational outcomes and assessment approaches used in simulation-based obstetric training among medical students. Particular attention is given to knowledge acquisition, technical and procedural performance, non-technical skills, self-confidence and self-efficacy, learner satisfaction, retention of acquired competencies, and transfer to clinical practice. The review also explores the assessment tools used to measure these outcomes, including structured checklists, global rating scales, objective structured clinical examination-based approaches, and investigator-developed instruments. Current evidence suggests that simulation frequently improves learners' knowledge, perceived preparedness, and confidence. Nevertheless, subjective outcomes are often reported alongside, or sometimes in place of, objective measures of clinical competence. Furthermore, heterogeneity in assessment instruments and limited evaluation of long-term retention and clinical transfer make cross-study comparisons difficult. By critically examining how educational outcomes are defined and measured, this review seeks to identify current limitations in simulation assessment and highlight priorities for future research, including greater use of validated objective measures, standardized outcome frameworks, delayed assessment, and evaluation of transfer from simulated to clinical environments.

Background: Limited clinical exposure during obstetrics rotations hinders students’ ability to develop hands-on delivery skills. Simulation offers a risk-free environment for practicing procedures but also for objective evaluation of procedural competencies. This study evaluates the impact of a simulation-based training module using multiple assessment approaches, including a structured simulation-based objective checklist, pre- and post-intervention knowledge questionnaires, and self-assessment measures of perceived competence, on final-year students’ competencies in vaginal birth. Methods: A single-group prospective pre–post educational intervention study was conducted between May 2024 and June 2025 following the approval of the Ethics Committee of the University of Medicine and Pharmacy “Carol Davila”, Bucharest (approval no. 14354/2024). A total of 211 sixth-year medical students participated after completing their obstetrics–gynecology rotation. The training included a theoretical revision, a birth simulation scenario (a cephalic presentation), guided practice with faculty feedback, and a final objective evaluation. Evaluations included pre- and post-intervention knowledge questionnaires and Likert-based self-assessment of practical skills. Objective clinical competencies were assessed using a structured simulation-based checklist evaluating observable skills across key domains, including patient communication, vaginal examination, perineal support, delivery maneuvers, third-stage management, and placental assessment. Statistical analyses included paired t-tests, Wilcoxon tests, and effect size reporting. Results: Students demonstrated significant improvements in practical skills related to physiological vaginal birth (pre: 10.1; post: 19.4; Δ = +9.24; p < 0.001; d = 1.82) and mean confidence (pre: 1.95; post: 3.93; Δ = +1.99; p < 0.001; d = 1.66). Component-level analysis showed improvements in patient communication (Δ = +1.67), pelvic examination (Δ = +1.46), and controlled expulsion techniques (Δ = +1.23). Conclusions: Substantial improvements in simulated vaginal birth competencies and self-perceived confidence were observed following structured simulation-based training. These findings support the educational value of high-fidelity simulation as a complement to undergraduate obstetric training, while further research is needed to establish long-term retention and transfer to clinical practice.

Background/Objectives: Minimally invasive surgical techniques require precise psychomotor skills distinct from those used in traditional surgery. Simulation-based training is essential for skill acquisition without patient risk. This study compared two prevalent training methodologies: the Origami-Box-Folding Exercise (OBFE) and Outside-the-Box Knot-Tying Exercise (OBTKE). Methods: In this prospective cohort study, 84 surgical residents (34 OBFE, 50 OBTKE) from General Surgery, Obstetrics–Gynecology, and Urology underwent pre- and post-intervention assessments. Performance metrics included completion times for surgical and square knots, out-of-visual-field instrument instances, needle drops, tissue lesions, and self-assessment via 5-point Likert scales. Behavioral Observation Research Interactive Software quantified performance objectively. Data were analyzed using paired Wilcoxon signed-rank tests for within-group comparisons and Wilcoxon rank-sum tests for between-group differences. Results: Both methodologies significantly improved surgical knot-tying performance. Surgical knot completion time decreased by 316.65 s (OBFE) and 360 s (OBTKE) with no significant between-group difference (p = 0.96). For square knots, OBFE exhibited significantly greater improvement with a 278 s reduction versus 169 s for OBTKE (p = 0.02). Technical errors decreased similarly in both groups. OBFE showed greater improvement in self-rated surgical knot knowledge (p = 0.03) and larger effect sizes for self-assessment measures (0.84–0.87 vs. 0.77–0.85). Conclusions: Both OBFE and OBTKE effectively improve laparoscopic skills in surgical residents. OBFE is particularly beneficial for square knot efficiency and self-rated knowledge enhancement, while OBTKE focuses on targeted knot-tying training. These findings support the implementation of both methodologies in surgical education, potentially in sequence—OBFE for foundational skills and OBTKE for advanced refinement.