Technology
particularly valued by learners in low-exposure settings. Professor Dhanda notes: “Seeing the
programme grow from an ambitious concept to a validated, data-driven educational tool has been incredibly rewarding. It is now more than a model — it is proof that accessible and equitable surgical training can be delivered at scale.”
Complementing, not replacing, traditional training VRiMS is not designed to replace theatre experience; rather, it strengthens what comes before, between and after these learning moments. l Before theatre exposure, it prepares trainees by building procedural familiarity and anatomical orientation.
l During rotation gaps, it maintains continuity of learning when real operative exposure is limited.
l After theatre observation, it allows learners to revisit what they saw — this time with clarity, structure, and annotation.
This flexibility makes VRiMS a natural supplement to existing curricula, rather than an alternative. Several universities and NHS Trusts have now embedded VRiMS directly into their training.
The rollout of VRiMS across the UK The VRiMS training programme is now being delivered through a structured hub system, coordinating hundreds of workshops and simulation sessions at medical schools and NHS Trusts in England, Scotland, Wales, Northern Ireland, and the Republic of Ireland. To drive national adoption, VRiMS established
regional hubs, each equipped with headsets, surgical content, and training materials. These hubs, managed by university-based regional
Participant in a UK medical school partaking in a VRiMS workshop led by a university representative.
leads, are strategically located to support medical schools, hospitals, and teaching centres within their area. Each hub contains 10–12 VR headsets, is managed locally and rotated through institutions to deliver workshops efficiently and consistently. Rather than relying on centralised faculty delivery, VRiMS empowers student- led university representatives and junior clinicians to coordinate and deliver sessions within their own institutions. These trained facilitators collaborate with surgical societies, clinical teaching fellows, and hospital education departments to schedule sessions alongside current teaching programmes. This decentralised model has enabled rapid expansion while keeping costs low, making it
scalable and sustainable. “What makes VRiMS different is not just the
technology – it’s the way it empowers students and trainees to become educators, workshop leaders, and content co-creators,” says Mahmood.
Remote synchronised VR Another key feature of the rollout has been the introduction of remote synchronised VR, enabling multiple regions to connect to the same VR surgical session simultaneously. Trainees in different cities can join a shared virtual environment, watching the same operation from a surgeon’s-eye perspective, with live commentary, digital overlays, and moderated discussion. Using synchronised VR, students in Belfast,
Cardiff, London and Dublin can experience the same surgery at the same time, while also asking questions and interacting with the instructor. This simultaneous multi-centre delivery has transformed what was once a local workshop model into a truly national surgical classroom.
In a UK first, the programme’s Women in
Filming setup of a surgical procedure to capture multi-angle VR overlay, including overhead, surgeon-view, and close-up perspectives.
20
www.clinicalservicesjournal.com I February 2026
Surgery group recently hosted a synchronised virtual training session in general surgery, connecting aspiring female surgeons across different locations using VR headsets. Every participant, regardless of seniority or location, had the same perspective — a levelling effect not often possible in traditional settings. Year 3 medical student and VRiMS Women in Surgery Chair, Christine Chin, reflected on
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