Objectives 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. Methods 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. Results 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). Conclusions 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. Critical relevance statement 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. Key Points <UnorderedList Mark="Bullet"> <ItemContent> Radiology problem-based learning in the metaverse achieved academic results comparable to traditional real-life classroom settings. </ItemContent> <ItemContent> The metaverse offers unique learning advantages, including remote access, 24/7 availability, and teamwork opportunities. </ItemContent> <ItemContent> The metaverse provides an excellent problem-based learning alternative when in-person activities are impractical or impossible. </ItemContent> </UnorderedList> Graphical Abstract

Problem-based learning in radiology achieves similar results in classroom and metaverse settings

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发表日期：

2025年6月12日

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Teodoro Rudolphi-Solero,
Fernando Bajos-Ariza,
Rocío Lorenzo-Álvarez,
Dolores Domínguez-Pinos,
Miguel José Ruiz-Gómez,
Francisco Sendra-Portero

摘要

Objectives

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.

Methods

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.

Results

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).

Conclusions

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.

Critical relevance statement

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.

Key Points

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.

Graphical Abstract