Authors: (including presenting author): :
Cheung HT SOT(1) (2), Leong MW R APOT(1), Lee MH A ROT(1), Wo LY Y ROT(1), Chin YM D DMOT(1), Chui TC E SOT(1), Ng P, HOIT&HI SM(N)2(3), Tsui W HOIT&HI SA(HA6)4(3)
Affiliation: :
(1)Occupational Therapy Department, Pamela Youde Nethersole Eastern Hospital
(2)HKEC Nethersole Clinical Simulation Training Centre,
(3)HA IT Innovation Office;
Keyword 1: :
Immersive VR Training
Keyword 2: :
Splintage Fabrication Training
Keyword 3: :
Occupational Therapist
Introduction: :
Splint fabrication is a foundational skill in occupational therapy, particularly in managing upper limb injuries and functional impairments. Effective splinting requires precise anatomical knowledge, biomechanical understanding, and technical proficiency with thermoplastic materials. Among these, wrist splinting is one of the most commonly prescribed yet technically demanding interventions.
For newly qualified occupational therapists, transitioning from academic learning to clinical application presents challenges, especially in mastering specialized procedures like custom splint fabrication. To address this educational gap, immersive virtual reality (VR) training offers a promising solution by simulating hands-on experiences in a controlled, repeatable, and learner-centered environment.
This study evaluates the impact of immersive VR training on the splint fabrication competencies of novice occupational therapists, focusing on skill acquisition, learner engagement, and perceived instructional value.
Objectives: :
•To assess the effectiveness of immersive VR training in enhancing splint fabrication skills among early-career occupational therapists.
•To evaluate learner engagement, satisfaction, and attitudes toward VR as an educational modality.
Methodology: :
A single-center observational study was conducted from 28 March to 16 May 2025, at the Department of Occupational Therapy, Pamela Youde Nethersole Eastern Hospital (PYNEH), Hong Kong.
•Participants: 10 occupational therapists with less than 3 years of clinical experience and no prior exposure to splint fabrication.
•Pre-Test: Participants were instructed to fabricate a wrist resting splint independently. Their performance was evaluated using the standardized Evaluation Standard of Splint Fabrication by an expert panel.
•VR Training: Participants engaged in segmented immersive VR modules covering splint design principles, fabrication techniques, and clinical decision-making. Interactive pop-up questions were embedded to reinforce learning and allow for self-paced repetition.
•Post-Test & Survey: Following training, participants completed a second splint fabrication task and a structured questionnaire assessing their attitudes toward VR-based learning.
Result & Outcome: :
Participants completed an average of 2 training sessions with total training time ranged from 30 to 120 minutes. The success rates for 24 embedded pop-up questions during VR training ranged from 93% to 100%, indicating high comprehension and retention.
A paired comparison of pre-test and post-test scores was conducted across nine evaluation criteria. Statistically significant improvements (p < 0.05) were observed in seven domains including mechanical advantage, pressure point, finishing and alignment.
Post-training survey responses reflected strong positive sentiment, including “Very clear” and “Very engaging.” VR instructions; the importance of visual strategies in splint fabrication; strong motivation to learn from experts; and high acceptance of VR as a learning tool, with strong interest in future VR-based training, etc.
