Background:
Virtual reality (VR) has been widely used in medical education. Little research exists on the deployment of VR in clinical reasoning training. This study aimed to explore experience and perspective of medical students on the usability of VR to facilitate clinical reasoning skills in a blended learning course.

Methods:
This is a quasi‐experimental study using a pretest‐posttest design with 200 fifth-year medical students. Presence Questionnaires in VR (values 1-7), Technology Acceptance Model (values 1-7), and set questions of satisfaction of blended learning using VR were used to evaluate the experience of participants in VR. The total scores of pre- and post-test OSCEs (valued 0-10) were analyzed to examine the improvement in clinical reasoning skills of participants.

Results:
Student acceptance of the VR application for clinical reasoning training was high, with a high intention to use it in the future (5.27 1.15). Most students were highly satisfied with the blended course integrating VR (81.5%). Findings showed the fidelity of VR facilitating clinical reasoning, with 88.0% of students stating that working through the VR case was a worthwhile learning experience. The improvement in clinical reasoning skills after the course was statistically found, with a mean difference of performance scores between pre-and post-test of 3.14 (p