This study evaluates the validity of VR as a training tool for medical students, focusing on skill acquisition, factors influencing skill acquisition, and validation using a requirements-driven approach. A within- and between-subject design was used to assess the VR-based surgical training platform developed by Vantari VR against 74 identified requirements. The training scenario involved Arterial Blood Gas (ABG) collection for second-year medical students. A total of 44 students were randomly assigned to either the study or control group. Students exposed to VR training (study group) outperformed the control group in practical clinical skills tasks and adhered to better safety and hygiene practices. The study group also had a higher procedural completion rate. Students showed increased self-efficacy and knowledge scores immediately after VR training. Prior ABG training did not affect VR training outcomes. Low levels of simulation sickness, physical strain, and stress, along with high levels of enjoyment, engagement, presence, and fidelity, were identified as factors affecting the training experience. High scores were recorded for active learning, cognitive benefit, and reflective thinking. Validation against 74 system requirements resulted in a user acceptance level of 75%, enabling the identification of system weaknesses and future directions. The study found that VR training improved skill acquisition, with factors such as self-efficacy, knowledge, and procedural completion rates being significantly higher in the study group. The results suggest that VR training is a valid and effective tool for medical education.This study evaluates the validity of VR as a training tool for medical students, focusing on skill acquisition, factors influencing skill acquisition, and validation using a requirements-driven approach. A within- and between-subject design was used to assess the VR-based surgical training platform developed by Vantari VR against 74 identified requirements. The training scenario involved Arterial Blood Gas (ABG) collection for second-year medical students. A total of 44 students were randomly assigned to either the study or control group. Students exposed to VR training (study group) outperformed the control group in practical clinical skills tasks and adhered to better safety and hygiene practices. The study group also had a higher procedural completion rate. Students showed increased self-efficacy and knowledge scores immediately after VR training. Prior ABG training did not affect VR training outcomes. Low levels of simulation sickness, physical strain, and stress, along with high levels of enjoyment, engagement, presence, and fidelity, were identified as factors affecting the training experience. High scores were recorded for active learning, cognitive benefit, and reflective thinking. Validation against 74 system requirements resulted in a user acceptance level of 75%, enabling the identification of system weaknesses and future directions. The study found that VR training improved skill acquisition, with factors such as self-efficacy, knowledge, and procedural completion rates being significantly higher in the study group. The results suggest that VR training is a valid and effective tool for medical education.