Immersive Learning versus Traditional Learning in the Teaching of Neuroanatomy: A Qualitative Study with Focus Groups
[e-2601]:https://zenodo.org/records/18382601
Keywords:
Learning, immersive, virtual, education, technologies.Abstract
Medical education faces challenges in integrating immersive technologies without compromising traditional academic rigor. We aim to compare the effectiveness of immersive learning versus traditional learning in neuroanatomy for medical students. Methodology: Retrospective qualitative study with focus groups of 12 second-semester students at UJAT, divided into two groups. Adaptation of the CEQ analyzed six categories; data processed with hermeneutic phenomenological analysis in ATLAS.ti v24. Results: Immersive group showed positive ratings in all categories, with greater motivation, autonomy, and enrichment. Traditional group reported negative perceptions in motivation, objectives, and feedback. Immersive advantages include three-dimensional understanding and autonomy, but limited by resources and time. Teachers significantly influence; requires curricular integration. Conclusion/Contributions: Immersive learning surpasses traditional, promoting engagement and deep understanding; recommend as a complement in medical education with empirical evidence.
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Copyright (c) 2026 Heberto Romeo Priego-Alvarez, Juan Antonio Córdova Hernández, Yuliana Raquel Hernández Juárez, Yurislivia Ramos Jiménez, Mateo Ovando Arias, Querubin Fernandez Quintana
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