# Immersive virtual reality for teaching hemoglobin structure in preclinical medical biochemistry education: a mixed-methods study of student self-reported perceptions

## TL;DR

This study explores how immersive virtual reality can help medical students better understand complex protein structures like hemoglobin, showing positive results in spatial understanding and engagement.

## Contribution

The study demonstrates the feasibility and effectiveness of using immersive VR to teach complex molecular structures in preclinical medical education.

## Key findings

- VR was perceived as useful for spatial understanding of hemoglobin by 63-70.5% of students.
- Students reported improved visualization of heme coordination and conformational transitions.
- VR complemented traditional teaching methods and encouraged collaborative learning.

## Abstract

Understanding protein structure is foundational to preclinical medical education and underpins later learning in hematology, physiology, and pharmacology. However, many biochemical concepts, particularly those involving three-dimensional molecular architecture, are difficult for students to conceptualize using traditional two-dimensional instructional tools. Immersive virtual reality (VR) enables interactive, stereoscopic visualization of biomolecules and may support spatial understanding of complex protein structures. This study aimed to evaluate undergraduate preclinical medical students’ self-reported perceptions of learning, spatial understanding, and engagement following a VR-based instructional session focused on hemoglobin structure.

In this mixed-methods study, a retrospective within-session pre/post evaluation was embedded within a preclinical medical biochemistry course at Weill Cornell Medicine-Qatar. Students used the Nanome platform on standalone VR headsets to explore hemoglobin’s quaternary structure, heme coordination, and conformational transitions. Quantitative outcomes were assessed using three 10-point Likert-scale items administered before and after the session. Qualitative data were collected through open-ended survey questions and analyzed thematically.

Fifty-four students participated. Following the VR session, a larger proportion of students selected the highest rating categories for perceived usefulness of VR (63%), spatial understanding of hemoglobin (66.7%), and overall structural understanding (70.5%). Overall responses reflected consistently positive self-reported perceptions of learning and visualization. Mild discomfort related to headset use was reported by a minority of participants (35 none, 13 transient, 6 persistent). Qualitative feedback highlighted clearer subunit differentiation, improved visualization of the heme environment, and collaborative discussion.

VR-based molecular visualization was associated with consistently positive student-reported perceptions of spatial understanding and engagement in preclinical biochemistry education. These findings suggest that immersive VR may serve as a feasible adjunct to conventional instructional methods for teaching spatially complex molecular concepts.

The online version contains supplementary material available at 10.1186/s12909-026-08736-4.

• Virtual reality provides an immersive tool to teach complex biochemical structures.

• Integration of VR into a medical biochemistry curriculum was feasible and well received.

• Immersive molecular modeling promoted deeper spatial understanding and engagement.

• Student feedback highlighted enhanced visualization, interactivity, and collaboration.

• VR complements traditional methods and supports wider curricular integration.

The online version contains supplementary material available at 10.1186/s12909-026-08736-4.