Immersive Learning versus Traditional Learning in the teaching of Neuroanatomy: A qualitative study with focus groups

Abstract: Medical education faces challenges in integrating immersive technologies without compromising traditional rigor. We sought to compare the effectiveness of immersive versus traditional learning in neuroanatomy for medical students. Methodology: A retrospective qualitative study was conducted with focus groups of 12 second-semester students at UJAT, divided into two groups. An adaptation of the CEQ analyzed six categories; data were processed using hermeneutic phenomenological analysis in ATLAS.ti v24. Results: The immersive group showed positive ratings in all categories, with greater motivation, autonomy, and enrichment. The traditional group reported negative perceptions regarding motivation, objectives, and feedback. Immersive advantages include three-dimensional understanding and autonomy, but are limited by resources and time. Instructors have a significant influence; curricular integration is required. Conclusion/Contributions: Immersive learning surpasses traditional learning, promoting engagement and deep understanding; it is recommended as a complement to medical education based on empirical evidence.