Problem-based learning in radiology achieves similar results in classroom and metaverse settings
Abstract 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...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-06-01
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| Series: | Insights into Imaging |
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| Online Access: | https://doi.org/10.1186/s13244-025-01987-7 |
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| author | Teodoro Rudolphi-Solero Fernando Bajos-Ariza Rocío Lorenzo-Álvarez Dolores Domínguez-Pinos Miguel José Ruiz-Gómez Francisco Sendra-Portero |
| author_facet | Teodoro Rudolphi-Solero Fernando Bajos-Ariza Rocío Lorenzo-Álvarez Dolores Domínguez-Pinos Miguel José Ruiz-Gómez Francisco Sendra-Portero |
| author_sort | Teodoro Rudolphi-Solero |
| collection | DOAJ |
| description | Abstract 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 |
| format | Article |
| id | doaj-art-8038526f17174599aa57cc1fd2db7b2a |
| institution | Kabale University |
| issn | 1869-4101 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Insights into Imaging |
| spelling | doaj-art-8038526f17174599aa57cc1fd2db7b2a2025-08-20T03:45:11ZengSpringerOpenInsights into Imaging1869-41012025-06-0116111210.1186/s13244-025-01987-7Problem-based learning in radiology achieves similar results in classroom and metaverse settingsTeodoro Rudolphi-Solero0Fernando Bajos-Ariza1Rocío Lorenzo-Álvarez2Dolores Domínguez-Pinos3Miguel José Ruiz-Gómez4Francisco Sendra-Portero5Department of Radiology and Physical Medicine, Facultad de Medicina—Universidad de MálagaPrimary Care Unit—Centro de Salud Doctor TruetaDepartment of Emergency and Intensive Care, Hospital de la AxarquíaDepartment of Radiology and Physical Medicine, Facultad de Medicina—Universidad de MálagaDepartment of Radiology and Physical Medicine, Facultad de Medicina—Universidad de MálagaDepartment of Radiology and Physical Medicine, Facultad de Medicina—Universidad de MálagaAbstract 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 Abstracthttps://doi.org/10.1186/s13244-025-01987-7Problem-based learningRadiology educationMedical studentse-learningVirtual world |
| spellingShingle | Teodoro Rudolphi-Solero Fernando Bajos-Ariza Rocío Lorenzo-Álvarez Dolores Domínguez-Pinos Miguel José Ruiz-Gómez Francisco Sendra-Portero Problem-based learning in radiology achieves similar results in classroom and metaverse settings Insights into Imaging Problem-based learning Radiology education Medical students e-learning Virtual world |
| title | Problem-based learning in radiology achieves similar results in classroom and metaverse settings |
| title_full | Problem-based learning in radiology achieves similar results in classroom and metaverse settings |
| title_fullStr | Problem-based learning in radiology achieves similar results in classroom and metaverse settings |
| title_full_unstemmed | Problem-based learning in radiology achieves similar results in classroom and metaverse settings |
| title_short | Problem-based learning in radiology achieves similar results in classroom and metaverse settings |
| title_sort | problem based learning in radiology achieves similar results in classroom and metaverse settings |
| topic | Problem-based learning Radiology education Medical students e-learning Virtual world |
| url | https://doi.org/10.1186/s13244-025-01987-7 |
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