Discussion
The learning system itself, especially in medical learning, is extremely complex. Studies have shown that a skill will decline completely after 6 to 18 months without repeated practice to strengthen memory [At present, the OSCE is widely used to evaluate the clinical operation ability of clinical medical staff and medical students [In contrast to conventional tendon repair techniques, learning tendon suturing using a VR simulator greatly improved movement time, process, and procedural knowledge, according to the results of our first research. Despite having higher clinical practice test scores during our extended follow-up, students in the VR group, this outcome was not clearly reflected in the OSCE exam. We think that VR aided teaching has an instant improved impact on teaching quality compared to our first intervention trial and follow-up. However, following the first research, the school was unable to offer resources and channels for VR aided learning in interdisciplinary learning due to a lack of funding and the inadequate support of VR in undergraduate education of medical students. As a consequence, the subsequent interdisciplinary evaluation did not accurately represent this instant improvement.It has been consistently shown that VR-assisted teaching helps enhance the quality of instant instruction in the clinical medical area. For example, in the field of surgical medicine, VR is currently used for a variety of purposes, including the exploration of potential new surgical plans [Through the first study experiment, we discovered that VR instruction of tendon suturing increase the level of medical students in terms of movement time, operation procedure, and procedural knowledge. Long-term follow-up revealed that students in the experimental group had a superior future surgical clinical practice and OSCE score after experiencing VR education, which might be due to a new teaching experience gradually influencing their learning style and process. As a result, VR teaching should be included into the learning process of undergraduate clinical courses, not only for the instruction of tendon suture but also as an auxiliary teaching tool to run through the whole learning process of clinical courses as far as feasible, if situations permit.