The study examines the factors influencing medical students' intention to continue using virtual reality (VR)-based learning systems that provide an immersive, repeatable, and risk-free environment for developing clinical skills. The integrated model is based on the unified theory of technology acceptance and use and continuity theory, where system characteristics (SC), social influence (SI), and facilitating conditions (FC) influence continuance intention (CI) indirectly through perceived ease of use (PE) and perceived usefulness (PU). Data were obtained from a survey of 258 medical students in Chinese universities with previous experience with VR systems, analyzed by structural equation modeling. The results show that SC, SI and FC do not have direct effects on CI, but are fully mediated by PE and PU: PE mediated the effects of FC and SI, PU mediated the effect of SC and SI. Pathways identified include SC→PU→CI and SI→PE→CI. Recommendations include improving system design and content to increase PU, leveraging social communities to strengthen PE and PU, and optimizing technical and instructional support. The study provides insights into behavior following the adoption of VR systems and guidance for their ongoing integration into medical curricula.