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Skills and competences can be trained that cannot be demonstrated in any other way due to physical or ethical limitations. Immersion and presence may play an important role for learning in this context. This study investigates whether this VR-based, immersive software is an effective tool for assessing medical learning objectives by comparing behavioral outcomes in VR and actor-based simulations, and examines how these behaviors relate to immersion levels and their impact on learning success.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Methods<\/jats:title>\n                <jats:p>To evaluate the effectiveness of the new teaching method, objective behavioral outcomes were identified as part of a dermatological learning unit and VR as a method was compared with actor-based simulation training. In addition, subjective questionnaires were collected to compare the levels of immersion in both concepts.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Results<\/jats:title>\n                <jats:p>It was shown that primary learning objectives can be addressed well in VR. However, secondary learning objectives that fall into the field of basic skills seem to be delivered better in the actor-based training than in VR. This appears to be an effect of weaker immersion measured in VR training.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Conclusions<\/jats:title>\n                <jats:p>It can be said that the implementation of basic skills training\u00a0depends largely on the level of immersion in the teaching method used. While primary learning subjectives can be trained and assessed well, at present, it does not appear to be fully possible to train secondary skills with the technical status quo in VR. 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