Background <p>Although the advantages of virtual simulation in medical education are increasingly apparent, research on its application in ophthalmic surgery education remains in the exploratory stages. As such, this study aimed to evaluate the feasibility and learner acceptance of a virtual simulation platform for cataract surgery in helping Chinese undergraduates understand the principles of cataract surgery and develop clinical cognition.</p> Methods <p>A single-arm pre-post interventional study was conducted. Fourth-year undergraduate students majoring in clinical medicine participated in learning via a virtual simulation platform for cataract surgery, which comprised 18 teaching modules covering the entire clinical pathway. We collected students’ initial and highest scores, as well as data from the teaching effectiveness evaluation questionnaire. Data analysis included the Wilcoxon signed-rank test, Spearman’s correlation analysis, and content analysis.</p> Results <p>The median of the students’ best scores was significantly higher than their initial scores. Students’ evaluations of the platform’s various dimensions were generally positive, with higher self-reported scores for clinical reasoning skills, overall satisfaction, and willingness to recommend. Among learning resources, “immediate feedback on incorrect operations” and “surgical step prompts” were rated the highest. The most frequently practiced surgical steps were continuous circular capsulorhexis and phacoemulsification of the lens nucleus. Among the most memorable procedures, corneal incision and posterior capsule rupture management were the most frequently mentioned. Correlation analysis revealed a strong positive correlation between platform satisfaction and willingness to recommend, as well as between the detail of high-risk step simulations and understanding of complication management.</p> Conclusion <p>This single-arm pre-post study provides preliminary evidence that a virtual simulation platform for cataract surgery is feasible and well accepted by undergraduate medical students. The students reported high satisfaction and perceived improvements in their procedural understanding and risk awareness. However, due to the absence of a control group, small sample size, and reliance on self-reported outcomes, causal conclusions could not be drawn. The observed score improvements may, in part, reflect testing effects. Despite these limitations, the high level of student acceptance provides a useful foundation for future controlled studies. At the same time, technical fluidity and instructional guidance could be further improved.</p>