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

## TL;DR

Radiology students learned similarly well in real-life and metaverse problem-based learning settings, with comparable satisfaction and academic outcomes.

## Contribution

Demonstrates that metaverse-based problem-based learning in radiology is as effective as traditional classroom learning.

## Key findings

- No significant differences in teacher evaluations between real-life and metaverse groups.
- Both real-life and metaverse students reported high levels of satisfaction with the learning experience.
- Metaverse learning offers advantages like remote access and 24/7 availability.

## Abstract

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.

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.