Tehran University of Medical Sciences Iranian Journal of Public Health 2251-6085 52 7 2023 07 15 1428 1438 Eun-Ae Kim Korea National Fire Agency 119, Korea National Fire Academy, Sejong-si, Korea Keun-Ja Cho Department of Emergency Medical Service, Kongju National University, Gongju-si, Korea 2023 04 30 2023 07 15 Background: We compared the educational effects of two training methods that have gained momentum: medical virtual reality (medi-VR) simulation and flipped learning. Methods: Firefighters (n=128; 116 men and 12 women; mean age=28 years) in training from the Emergency Educational Simulation Center of Korea National Fire Service Academy, Gongju-si, Korea, were randomly assigned to two groups: medi-VR simulation and flipped learning in 2022. The participants were trained to perform cardiopulmonary resuscitation (CPR) using medi-VR simulation and the flipped learning methods. CPR self-efficacy, knowledge, performance, class immersion, and class satisfaction were compared between the groups. To analyze educational effects, paired and independent t-tests were performed. Results: The post-education scores for CPR performance knowledge and CPR performance were significantly higher in the medi-VR simulation group compared to the flipped learning counterparts (P<0.001). Moreover, despite the lack of a significant difference between the groups, post-education scores for self-efficacy, class immersion, and class satisfaction showed a positive effect on learning. Conclusion: Medi-VR simulation can be utilized as effective educational intervention, while providing a new direction for teaching methods.   https://ijph.tums.ac.ir/index.php/ijph/article/view/31893 https://ijph.tums.ac.ir/index.php/ijph/article/download/31893/7985