This paper evaluates the validity of Virtual Reality (VR) as a training tool for medical students, focusing on the long-term effectiveness of VR-based surgical training. The study aims to determine whether VR training improves skill acquisition, identify factors affecting skill acquisition, and validate the VR-based training system using a requirements-driven approach. The research uses a within- and between-subject design, comparing a study group that received VR training with a control group that did not. The training scenario involves learning how to perform Arterial Blood Gas (ABG) collection, a fundamental skill for medical students. Key findings include: - Students in the study group outperformed the control group in practical clinical skills and adhered to better safety and hygiene practices. - The study group had higher procedural completion rates and increased self-efficacy and knowledge scores immediately post-training. - Prior ABG training did not impact VR training outcomes. - Low levels of simulation sickness, physical strain, and stress, along with high levels of enjoyability, engagement, presence, and fidelity, were identified as positive factors. - High scores were recorded for active learning, cognitive benefit, and reflective thinking. - The system was validated against 74 requirements, achieving a user acceptance level of 75%. The study concludes that VR training is effective in improving medical students' skills and provides valuable insights for future research and implementation in medical education.This paper evaluates the validity of Virtual Reality (VR) as a training tool for medical students, focusing on the long-term effectiveness of VR-based surgical training. The study aims to determine whether VR training improves skill acquisition, identify factors affecting skill acquisition, and validate the VR-based training system using a requirements-driven approach. The research uses a within- and between-subject design, comparing a study group that received VR training with a control group that did not. The training scenario involves learning how to perform Arterial Blood Gas (ABG) collection, a fundamental skill for medical students. Key findings include: - Students in the study group outperformed the control group in practical clinical skills and adhered to better safety and hygiene practices. - The study group had higher procedural completion rates and increased self-efficacy and knowledge scores immediately post-training. - Prior ABG training did not impact VR training outcomes. - Low levels of simulation sickness, physical strain, and stress, along with high levels of enjoyability, engagement, presence, and fidelity, were identified as positive factors. - High scores were recorded for active learning, cognitive benefit, and reflective thinking. - The system was validated against 74 requirements, achieving a user acceptance level of 75%. The study concludes that VR training is effective in improving medical students' skills and provides valuable insights for future research and implementation in medical education.