Rudolphi-Solero Teodoro, Bajos-Ariza Fernando, Lorenzo-Álvarez Rocío, Domínguez-Pinos Dolores, Ruiz-Gómez Miguel José, Sendra-Portero Francisco
Department of Radiology and Physical Medicine, Facultad de Medicina-Universidad de Málaga, Bvd. Luis Pasteur, 32, 20071, Málaga, Spain.
Primary Care Unit-Centro de Salud Doctor Trueta, Avenida de los Fraguas, 8, 28921, Alcorcón, Spain.
Insights Imaging. 2025 Jun 12;16(1):121. doi: 10.1186/s13244-025-01987-7.
The metaverse (MV) is a simulated virtual world enabling simultaneous interaction and communication between students, teachers, and colleagues. This study compared a problem-based learning experience in radiology conducted face-to-face in real life (RL) and within the MV.
During a radiology clinical rotation, groups of approximately 25 sixth-year medical students participated over 2 years in real life and 2 years in the MV. Each group was divided into eight teams of 3-4 students, each assigned a radiological clinical case for study, presentation, and debate with classmates. Students evaluated other teams, assessed case difficulty, and completed a perception questionnaire.
A total of 348 students participated in the real-life group and 342 in the MV group, with average teacher evaluation scores of 8.11 ± 1.15 and 7.97 ± 1.54, respectively, showing no significant differences (p = 0.883). No significant differences were found in peer evaluations or case difficulty assessments. Both groups reported positive experiences, with overall satisfaction scores out of 10 points being 7.91 ± 1.32 for RL and 7.54 ± 1.87 for the MV, without significant differences (p = 0.073).
Problem-based learning activities in radiology can be effectively conducted in the MV, yielding academic results and experiential perceptions comparable to RL. The MV presents a viable alternative to face-to-face learning when in-person problem-based learning activities are impractical or challenging.
This study highlights the potential of the metaverse for effectively conducting radiology problem-based learning activities. It provides evidence for its viability as an alternative educational tool, particularly when face-to-face learning is not feasible.
Radiology problem-based learning in the metaverse achieved academic results comparable to traditional real-life classroom settings. The metaverse offers unique learning advantages, including remote access, 24/7 availability, and teamwork opportunities. The metaverse provides an excellent problem-based learning alternative when in-person activities are impractical or impossible.
元宇宙(MV)是一个模拟的虚拟世界,能让学生、教师和同事同时进行互动与交流。本研究比较了在现实生活(RL)中面对面开展的放射学基于问题的学习体验与在元宇宙中的体验。
在放射学临床轮转期间,每组约25名六年级医学生在现实生活中参与了2年,在元宇宙中参与了2年。每组被分成8个由3 - 4名学生组成的小组,每个小组被分配一个放射学临床病例进行学习、展示并与同学进行辩论。学生对其他小组进行评估,评估病例难度,并完成一份感知问卷。
共有348名学生参与现实生活组,342名学生参与元宇宙组,教师平均评估分数分别为8.11±1.15和7.97±1.54,无显著差异(p = 0.883)。在同伴评估或病例难度评估中未发现显著差异。两组均报告了积极的体验,满分10分的总体满意度分数,现实生活组为7.91±1.32,元宇宙组为7.54±1.87,无显著差异(p = 0.073)。
放射学中基于问题的学习活动可以在元宇宙中有效开展,产生与现实生活相当的学术成果和体验感知。当面对面的基于问题的学习活动不切实际或具有挑战性时,元宇宙是面对面学习的一个可行替代方案。
本研究突出了元宇宙在有效开展放射学基于问题的学习活动方面的潜力。它为其作为一种替代教育工具的可行性提供了证据,特别是在面对面学习不可行时。
元宇宙中的放射学基于问题的学习取得了与传统现实生活课堂环境相当的学术成果。元宇宙提供了独特的学习优势,包括远程访问、全天候可用以及团队合作机会。当面对面活动不切实际或不可能时,元宇宙提供了一个优秀的基于问题的学习替代方案。