This study investigates the influence of national culture on the acceptance and utilization of VR-based learning tools among young doctors, with a focus on VR medical training for pedicle screw insertion. The research aims to answer the question: How does national culture impact the acceptance and use of VR technology in medical education?

A qualitative multiple case study approach was used to compare the perspectives of postgraduate medical students from German-, French-, and Italian-speaking regions of Switzerland. Through se study explored how VR training is perceived and adopted in these distinct cultural contexts through semi-structured interviewings revealed that the German- and Italian-speaking regions were more receptive to adopting VR-based medical training compared to the French-speaking region. Moreover, each region identified different factors that either facilitated or hindered the acceptance of this technology.

The results suggest that VR-based learning processes should be tailored to align with the cultural preferences of the target audience, emphasizing the need for region-specific strategies in educational technology adoption. Future research should expand the scope by including more countries and a larger, more diverse sample, capturing participants from various linguistic, geographical, and medical specialties. A longitudinal study design, tracking participants over an extended period, coupled with a mixed-methods approach, would provide deeper insights into evolving attitudes toward VR learning in the medical field.