Health sciences students’ perceptions regarding the use of virtual reality in teaching limbic system anatomy: a qualitative analysis

Health sciences students’ perceptions regarding the use of virtual reality in teaching limbic system anatomy: a qualitative analysis | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Health sciences students’ perceptions regarding the use of virtual reality in teaching limbic system anatomy: a qualitative analysis Meriem Merghem, Salomon Fotsing, Joanne Fevry, Marie-Pier Vandette, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7531452/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 7 You are reading this latest preprint version Abstract Introduction Traditional methods of teaching anatomy present limitations for a generation with technophile tendencies. Virtual reality (VR) emerges as an innovative solution. This study explores healthcare students' perceptions regarding the use of VR in teaching limbic system anatomy and its influence on understanding anatomical structures compared to traditional methods. Method A qualitative research method was adopted, including semi-structured interviews via Zoom with cameras turned off. Twelve students who had previously taken the limbic system anatomy course using VR headsets subsequently agreed to participate in the interviews. The collected data were analyzed using an inductive thematic approach. Results The majority of participants found VR interactive and engaging, facilitating understanding of complex anatomical relationships through 3D manipulation. However, technical challenges were reported. Discussion The results confirm VR's potential as a complementary tool, enhancing engagement and understanding, but emphasize the importance of prior training and ergonomic improvements. Conclusion VR technology shows promising pedagogical potential for teaching anatomy, provided its technical limitations are addressed and adapted to individual needs, justifying long-term comparative studies to optimize its integration. Virtual reality Anatomy education Limbic system Health sciences students Qualitative research 3D learning Introduction Anatomy is a key science in the medical curriculum, as it provides a basic understanding of the structure and function of the human body. This discipline enables healthcare students to acquire theoretical knowledge essential to their future clinical practice.( 1 )( 2 ) Numerous strategies, both passive and active, are used in teaching anatomy. Considering a new generation of learners more comfortable with technology, traditional teaching strategies are becoming increasingly limited in their ability to provide an in-depth and practical understanding of anatomical structure.( 3 ) According to Rabattu ( 4 ), this limitation is attributable to anatomy teaching strategies that need to be better organized, aligned with clinical requirements and adapted to current conditions. Teaching strategies must now take into account the need to orient students towards more recent learning methods using innovative pedagogical tools.( 5 ) Immersive VR technologies are increasingly being used for studying three-dimensional (3D) anatomy by superimposing two-dimensional (2D) images.( 3 ) With this method, VR complements the missing dimension in anatomy teaching to bridge the gap between theory and practice.( 6 ) According to Kolla and Elgawly ( 7 ), students value the use of educational VR platforms for learning anatomical structures and spatial relationships via a virtual cadaver and 3D drawing tools. These methods are beneficial for learners when studying anatomy and effective for learning names and positions of anatomical structures. Furthermore, current scientific literature indicates a growing need for comparative analyses to assess the effects and impact of using VR in teaching anatomy.( 8 )( 9 ) In the Faculty of Medicine at the University of Ottawa, the use of VR in teaching anatomy is not yet widespread despite its advantages. Research question What are health sciences students’ perceptions regarding the use of VR in teaching limbic system anatomy, and how does this pedagogical approach influence their understanding of anatomical structures compared to traditional methods? Method Qualitative approach and research paradigm This study was conducted in accordance with the University of Ottawa’s institutional ethical standards (# H-07-24-10067). All participants in this research project signed a consent form prior to data collection. This article was written using the “Standards for Reporting Qualitative Research (SRQR).”( 10 ) A latent thematic analysis approach following an interpretative research paradigm was adopted to describe healthcare students’ perceptions regarding the use of VR in teaching limbic system anatomy. A purely objective approach did not allow us to grasp the full depth required to understand the use of VR in teaching limbic system anatomy. From this perspective, emphasis was placed on in-depth exploration of students’ experiences, how they interacted with learning via VR headsets, and the process by which they built their understanding of limbic system anatomy in this context. This strategy enabled the researchers to grasp the singularity and complexity of students’ perceptions of information, and to have a clearer view of the advantages and challenges of VR learning while exploring possible suggestions for improving the technical and pedagogical aspects of this method. Researcher characteristics and reflexivity All the researchers demonstrated reflexivity at every stage of this research project. Following a collaborative research approach, the research team was multidisciplinary and included a physician/Associate Dean, External Relations, Engagement and Advancement, Faculty of Medicine/researcher/anatomy professor in the Faculty of Medicine with expertise in the use of educational technologies in teaching human anatomy (A.R.J.), a physician/research manager/clinician researcher/assistant professor in the Faculty of Medicine with expertise in methodological specifications and data analysis (S.F.), a physician/student in the Masters of Applied Science in Anatomical Sciences Education program (M.M.), and a physician/student also enrolled in the Masters of Applied Science in Anatomical Sciences Education program (J.F.). All co-authors were free to express their opinions during project-related meetings and communications. Their involvement made it possible to offer precise methodological guidelines and diverse perspectives allowing for a thorough and rigorous interpretation of the results. Context The limbic system anatomy course using VR headsets was administered in classrooms in the division of clinical and functional anatomy of the University of Ottawa’s Department of Innovation in Medical Education. The duration of the in-person training was 25 to 30 minutes. Participants subsequently took part in semi-structured interviews (online via Zoom without video) following an interview guide. The interview duration was approximately 30 minutes. These interviews were conducted outside of course hours. The semi-structured interview guide was developed specifically for this study and is provided as Supplementary Material 1. Recruitment strategy A non-probabilistic sampling method was applied, as recommended in the writings of Murphy et al. and Higginbottom.( 11 )( 12 ) This means that participants were selected on a “first come(signed in)/first chosen” basis. Two inclusion criteria were applied in choosing participants: 1) each participant had to be among the Francophone or Anglophone student population enrolled in various University of Ottawa health professions training programs (medicine, pharmacy, translational and molecular medicine, nursing sciences, occupational therapy, physiotherapy, audiology, speech therapy, health sciences and psychology) and 2) participants must not have taken a limbic system anatomy course previously. Our sample size was based on the works of Guest, Bunce, & Johnson ( 13 ) who stipulate that in a qualitative study, the basic themes are present as early as six interviews and theoretical saturation of information is present after the first 12 interviews. We therefore recruited 12 students for our study. Data collection Data collection was carried out from September to December 2024. After obtaining ethical approval, posters were placed in strategic locations at the University of Ottawa (e.g., bulletin board in the corridors of the Faculty of Medicine) and e-mail invitations were sent via the student associations of each health profession included in the study. The e-mail invitation was sent at least one week before they were to take the limbic system anatomy course using VR headsets with controllers. These devices enabled them to be fully immersed in a virtual and interactive environment in which they could explore and manipulate anatomical structures of the limbic system in 3D. These same students were subsequently met with within one week for a semi-structured interview. The questions asked focused on six themes, including 1) general impressions of VR learning, 2) experience of using the Meta headset, 3) VR learning compared to traditional methods, 4) advantages and disadvantages of VR learning, 5) effect of VR on understanding anatomical concepts of the limbic system, and 6) technical and pedagogical suggestions for improving the VR experience. Data processing and analysis Once all the interviews were transcribed verbatim, the analysis was begun. The primary coder examined in detail the individual interviews of each of the participants in order to identify statements relating to their experience with VR in learning anatomical concepts of the limbic system. In order to proceed with the qualitative analysis of each of the documents, the guidelines of Braun and Clarke ( 14 ) were used for inductive thematic analysis. First, the primary coder became familiar with the data by reading each of the documents. Next, by rereading each transcription, preliminary codes were generated to produce a coding manual. These were developed considering the explicit meaning of each data extract in the data set and were applied to each of the transcribed documents. Then, the documents were analyzed systematically, with 100% of the data coded manually by the primary coder and 25% by a second coder, independently. Lastly, a tree diagram was created to segment the coded excerpts into themes. These were identified by the presence of similar codes in the data set. A latent thematic analysis using an interpretative approach was used to determine the sub-themes. Techniques to enhance trustworthiness To ensure trustworthiness of the analysis, the second coder was given training by the primary coder to explain the principles of qualitative analysis and the steps involved in analyzing the interview excerpts so they could code them properly. The second coder coded 5½ pages representing 4 full interviews. The documents to be coded were selected randomly by the primary coder. This procedure enabled us to obtain inter-judge agreement on 25% of the data and thus to examine the accuracy of the initial coding of this percentage. The second coder sent their analysis work to the primary coder for the latter to review each of the themes emerging from each of the study questions. The codes extracted by the primary coder and the second coder were similar and represented full agreement, and therefore a refinement of the codes was not carried out. The themes and sub-themes relating to the selected quotes were discussed between the primary coder and the co-author. Clarifications were made in order to better represent participants’ experience, until a consensus was reached. Results Units of study Twelve students took part in the limbic system anatomy course via VR headsets. All of these students then agreed to participate in semi-structured interviews (online via Zoom without video) in order to analyze their learning experience with the VR headsets. Among the participants, two were 2nd year nursing sciences students, two were 1st year medical students, and the other eight were enrolled in the 1st year and 2nd year of the masters of anatomy program. This sample represents a diversity of healthcare programs, thus providing a varied perspective on the use of VR headsets in the teaching of anatomy. All participants identified as women, which is a notable characteristic of the sample. Regarding their prior experience, none of the participants had taken a limbic system anatomy course previously, in accordance with the study’s inclusion criteria. Synthesis, interpretation and links to empirical data The themes are listed and developed according to the individual interview questions asked. 1. General impressions of VR learning and use of the Meta headset: Although a few of the students stated that this was their first experience with VR, the majority reported having greatly enjoyed this learning method. The students described VR as mostly engaging. One student explained that “[it] was very engaging and beneficial because it allowed me to superimpose structures, separate them and examine them up close.” A few students added that VR is an effective method for concrete learners, and a good way to study anatomy of the limbic system between readings and the laboratory. However, some students shared that they had difficulty orienting themselves when first using VR. 2- Description of the overall experience Overall, the students described the VR experience as “pleasant,” stating that they appreciated the engaging aspect of VR. Some students added that this method seems better adapted to the current technophile generation. Among these, one student indicated that “it’s more in line with what my generation or our generation learns online […] being immersed in a virtual environment facilitates learning and helps us to better adapt, since we’re constantly surrounded by technology.” Other students stated that this method facilitated their memorization of limbic structures thanks to the three-dimensional aspect. One student reported that the experience was slightly stressful, stating that “[It] was sometimes a bit stressful to find the right controls.” 3- Experience using the Meta headset The majority of the students enjoyed using the Meta headset. Firstly, they especially liked the interactive and engaging aspect of the headset compared to traditional methods. Secondly, the students also mentioned the visual aspect, including the graphics and controllers for selecting the desired structure and the clear description of structures. Most of the students also reported having had difficulty with the headset settings and that the image was rather blurred. Some students also added that it took them some time to get used to this technology, considering it was their first experience. 4- VR learning compared to traditional methods Several students commented on the distinction between VR and traditional learning methods. A few students expressed their preference for VR, stating that it improved their learning experience by being more engaging and immersive in exploring the limbic system. Some students reported having found that using VR increases independence and supports their own learning pace. One student indicated that “with VR, I can go at my own pace and also go back or further explore something I don’t understand.” Few students mentioned that VR could entirely replace learning by traditional methods, considering the role of lectures. One student, among others, mentioned that they “don’t think VR totally replaces traditional methods.” “Lectures are essential, especially as preparation, because my prior knowledge helped me navigate the VR experience more effectively.” 5- Advantages and disadvantages of VR learning Several advantages of VR learning were mentioned, including the practical dimension of three-dimensionality, which seems to help with learning anatomical structures, increasing information retention, and is generally more effective for students who describe themselves as visual learners. The majority of the students liked working at their own pace. A few students pointed out some disadvantages of using VR, including access to the technological tool such as a VR headset, difficulty orienting oneself, blurring and visual fatigue. Few students reported that VR is not suitable for all types of learners. 6- Effect of VR on understanding anatomical concepts of the limbic system Several effects of VR on understanding anatomical concepts of the limbic system were reported, including improved comprehension, faster knowledge building, new perspectives on the brain, and confidence building. Only one student invalidated the effect of VR on understanding anatomical concepts of the limbic system. 7- Technical and pedagogical suggestions for improving the VR experience The majority of the students put forward a few technical suggestions, including: adjustment of the headset, access to a description of how the VR application works, positioning of the skeleton, selection of anatomical structures and a better orientation. One student mentioned not being very familiar with VR technology. Most of them also gave pedagogical suggestions, including adding VR as a tool or technique to improve the understanding of anatomy, as from their perspective, it is a complementary method to traditional methods. Other students added they would like to have further instructions, a checklist and more concise texts. Discussion The interviews with the 12 participants highlighted several themes relating to students’ perceptions regarding the learning of limbic system anatomy using VR headsets. These themes include the degree of engagement of students who perceive VR as a stimulating and instructive learning method; technical challenges, particularly initial spatial orientation difficulties and visual discomfort; pedagogical complementarity; and the effects of VR on understanding the anatomical concepts of the limbic system. Regarding student engagement, our results show that the students perceive VR as a stimulating and instructive learning method, thus corroborating the observations of Xiao et al. ( 15 ), who report that VR interactivity promotes student engagement in learning. Using VR enables students to manipulate anatomical structures in 3D, which is in line with the conclusions of Smith et al. ( 16 ) on the importance of active participation in content. This type of participation reinforces encoding and provides memorable landmarks, anchoring the information over time and thus promoting more in-depth learning.( 17 ) The participants reported having greatly enjoyed the opportunity to so closely examine the anatomical structures down to the smallest detail. As part of the study of limbic system anatomy, the immersive approach provided by VR headsets is more than relevant, as it reveals the complexity of anatomical relationships between the structures that make up the limbic system, such as the amygdala and hippocampus.( 18 ) These results highlight the potential of VR to simplify abstract anatomical concepts thanks to its three-dimensional aspect, an aspect that is missing from traditional learning methods such as independent reading in an anatomy atlas. The technical challenges encountered by the participants, in particular spatial orientation difficulties and blurred vision, are consistent with the works of Huda et al. ( 19 ), who report that these problems may be related to cognitive overload secondary to prolonged immersion in a virtual environment. This exposure would therefore intensify eye fatigue, disorientation and other symptoms related to virtual reality sickness.( 20 ) These challenges highlight the importance of specialized and targeted training to familiarize students on the use of VR headsets before considering integrating this technology into the academic environment.( 21 ) Furthermore, the suggestions of our study participants with regard to improving ergonomics and visual clarity reflect the need to adapt this technology in order to optimize their learning experience. Our results demonstrate the importance of VR as a complementary method for learning limbic system anatomy, in line with the works of Khan et al. ( 22 ), who state that VR should be viewed as a complementary method to traditional methods, and not as a substitute for them. This statement aligns with our results which stipulate that, by virtue of VR’s immersive and three-dimensional aspect, this new technology bridges the gap between anatomy courses and laboratory dissection sessions, reinforcing its role as a pedagogical aid.( 23 ) Furthermore, our results suggest that VR could be implemented after anatomy courses or as a post-laboratory activity in order to anchor acquired knowledge.( 24 ) This temporal link would enable students to fully exploit VR’s interactive and immersive potential while consolidating their theoretical learning.( 25 ) Our results on improving the understanding of anatomical concepts using VR align with the works of Boillat et al. ( 26 ) and those of Ali et al. ( 27 ), who report that the immersive learning provided by VR allows for three-dimensional manipulation of anatomical structures. This technique promotes a better understanding of the complex spatial relationships of the limbic system components.( 28 ) The VR experience also enables faster assimilation of concepts while also preparing learners to put their knowledge to better use during laboratory sessions.( 29 ) However, it is important to note that one student reported no positive effect on their understanding of limbic system anatomy. This discrepancy could be the result of individual preferences or related to specific technical limitations, as suggested by studies on cognitive differences in adopting immersive technologies.( 30 ) The limbic system is a complex entity due to the intricate relationships between its structures, and VR provides a unique perspective from which to grasp the spatial and functional relationships of this system.( 31 ) These results underscore the essential role of this technology in teaching complex concepts, while also highlighting the importance of adapting its use to the individual needs of each learner. Limitations This study has several important limitations. Firstly, the sample size, consisting of only 12 participants, is an obstacle to the generalization of the results to a larger population. In addition, a notable characteristic of the sample is that all the participants identify as women. Even if this uniformity helps control gender variations, it restricts the application of the results to mixed populations. The individual variations in spatial learning or mastering immersive technologies could affect VR’s educational effectiveness, and the lack of gender diversity makes it impossible to evaluate these impacts. This constraint requires reproduction with a balanced sample to confirm the soundness of the conclusions. Another limitation is that despite the overall positive perception held by the students who participated in our study, it is important to remember that such a perception does not lead us to conclude that this VR approach to learning the limbic system improved students’ knowledge on this subject in the short, medium and long term. Lastly, for some students, this was their first experience with VR technology, which led to orientation difficulties at the start of the limbic system anatomy course. Conclusion The objective of this research was to explore health sciences students’ perceptions regarding the use of VR in teaching limbic system anatomy, and to identify how this pedagogical approach influences their understanding of anatomical structures compared to traditional methods. The study enabled us to gather information indicating that students consider VR technology as an adjuvant method to traditional anatomy learning methods. Participants reported that using VR headsets to study limbic system anatomy was engaging and beneficial. However, certain ergonomic and orientation challenges were raised, such as headset adjustment difficulties and blurred vision. Further research could be carried out to evaluate the short-term effect and long-term impact of VR anatomy learning on improving students’ knowledge. Moreover, the idea of integrating VR technology as a teaching strategy in an anatomy curriculum deserves further exploration. Declarations Author Contributions Meriem Merghem: Data curation; formal analysis; writing – original draft. Salomon Fotsing: Conceptualization; methodology; formal analysis; writing – review and editing. Joanne Fevry: Data curation; writing – original draft. Marie-Pier Vandette: Qualitative data analysis; validation of coding scheme; interpretation of findings. Alireza Jalali: Conceptualization; methodology; project administration; supervision; writing – review and editing. Acknowledgments The authors would like to thank Francophone Affairs of the University of Ottawa’s Faculty of Medicine for their involvement in all steps of the research process. Ethical consideration Ethical approval was granted by the University of Ottawa Research Ethics Board (protocol # H-07-24-10067) . All participants provided verbal informed consent prior to participation, as approved by the Ethics Board. All interview transcripts were anonymized to ensure participants could not be identified. This study was conducted in accordance with the principles of the Declaration of Helsinki. Consent for publication Not applicable. Availability of data and materials The datasets generated and analysed during the current study (anonymized interview transcripts) are not publicly available due to confidentiality agreements with participants but are available from the corresponding author on reasonable request. Declaration of conflicting interests The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. References Fredon F, Boisseau S, Cheyrou E, Hardy J, Fontanier SD, Mabit C et al. L’enseignement de l’anatomie: approches culturelles et ressenti des étudiants. Une étude internationale. Morphologie 1 sept 2021;105(350, Supplement):S35. Nyemb P. Ndoye jean marc. 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Supplementary Files Material1.pdf Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 29 Nov, 2025 Reviewers agreed at journal 20 Nov, 2025 Reviewers invited by journal 30 Sep, 2025 Editor assigned by journal 16 Sep, 2025 Editor invited by journal 16 Sep, 2025 Submission checks completed at journal 15 Sep, 2025 First submitted to journal 15 Sep, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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key science in the medical curriculum, as it provides a basic understanding of the structure and function of the human body. This discipline enables healthcare students to acquire theoretical knowledge essential to their future clinical practice.(\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e)(\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) Numerous strategies, both passive and active, are used in teaching anatomy. Considering a new generation of learners more comfortable with technology, traditional teaching strategies are becoming increasingly limited in their ability to provide an in-depth and practical understanding of anatomical structure.(\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eAccording to Rabattu (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e), this limitation is attributable to anatomy teaching strategies that need to be better organized, aligned with clinical requirements and adapted to current conditions. Teaching strategies must now take into account the need to orient students towards more recent learning methods using innovative pedagogical tools.(\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eImmersive VR technologies are increasingly being used for studying three-dimensional (3D) anatomy by superimposing two-dimensional (2D) images.(\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eWith this method, VR complements the missing dimension in anatomy teaching to bridge the gap between theory and practice.(\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eAccording to Kolla and Elgawly (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e), students value the use of educational VR platforms for learning anatomical structures and spatial relationships via a virtual cadaver and 3D drawing tools. These methods are beneficial for learners when studying anatomy and effective for learning names and positions of anatomical structures.\u003c/p\u003e\u003cp\u003eFurthermore, current scientific literature indicates a growing need for comparative analyses to assess the effects and impact of using VR in teaching anatomy.(\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e)(\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e) In the Faculty of Medicine at the University of Ottawa, the use of VR in teaching anatomy is not yet widespread despite its advantages.\u003c/p\u003e\n\u003ch3\u003eResearch question\u003c/h3\u003e\n\u003cp\u003eWhat are health sciences students’ perceptions regarding the use of VR in teaching limbic system anatomy, and how does this pedagogical approach influence their understanding of anatomical structures compared to traditional methods?\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003cdiv id=\"Sec4\" class=\"Section3\"\u003e\u003c/div\u003e\u003c/div\u003e\n\n\n\n\n\n\n\n\n\n"},{"header":"Method","content":"\u003ch2\u003eQualitative approach and research paradigm\u003c/h2\u003e\u003cp\u003e This study was conducted in accordance with the University of Ottawa’s institutional ethical standards (# H-07-24-10067). All participants in this research project signed a consent form prior to data collection. This article was written using the “Standards for Reporting Qualitative Research (SRQR).”(\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eA latent thematic analysis approach following an interpretative research paradigm was adopted to describe healthcare students’ perceptions regarding the use of VR in teaching limbic system anatomy.\u003c/p\u003e\u003cp\u003eA purely objective approach did not allow us to grasp the full depth required to understand the use of VR in teaching limbic system anatomy. From this perspective, emphasis was placed on in-depth exploration of students’ experiences, how they interacted with learning via VR headsets, and the process by which they built their understanding of limbic system anatomy in this context.\u003c/p\u003e\u003cp\u003eThis strategy enabled the researchers to grasp the singularity and complexity of students’ perceptions of information, and to have a clearer view of the advantages and challenges of VR learning while exploring possible suggestions for improving the technical and pedagogical aspects of this method.\u003c/p\u003e\u003ch3\u003eResearcher characteristics and reflexivity\u003c/h3\u003e\u003cp\u003eAll the researchers demonstrated reflexivity at every stage of this research project. Following a collaborative research approach, the research team was multidisciplinary and included a physician/Associate Dean, External Relations, Engagement and Advancement, Faculty of Medicine/researcher/anatomy professor in the Faculty of Medicine with expertise in the use of educational technologies in teaching human anatomy (A.R.J.), a physician/research manager/clinician researcher/assistant professor in the Faculty of Medicine with expertise in methodological specifications and data analysis (S.F.), a physician/student in the Masters of Applied Science in Anatomical Sciences Education program (M.M.), and a physician/student also enrolled in the Masters of Applied Science in Anatomical Sciences Education program (J.F.).\u003c/p\u003e\u003cp\u003eAll co-authors were free to express their opinions during project-related meetings and communications. Their involvement made it possible to offer precise methodological guidelines and diverse perspectives allowing for a thorough and rigorous interpretation of the results.\u003c/p\u003e\u003ch3\u003eContext\u003c/h3\u003e\u003cp\u003eThe limbic system anatomy course using VR headsets was administered in classrooms in the division of clinical and functional anatomy of the University of Ottawa’s Department of Innovation in Medical Education. The duration of the in-person training was 25 to 30 minutes.\u003c/p\u003e\u003cp\u003eParticipants subsequently took part in semi-structured interviews (online via Zoom without video) following an interview guide. The interview duration was approximately 30 minutes. These interviews were conducted outside of course hours. The semi-structured interview guide was developed specifically for this study and is provided as Supplementary Material 1.\u003c/p\u003e\u003ch3\u003eRecruitment strategy\u003c/h3\u003e\u003cp\u003eA non-probabilistic sampling method was applied, as recommended in the writings of Murphy et al. and Higginbottom.(\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e)(\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e) This means that participants were selected on a “first come(signed in)/first chosen” basis. Two inclusion criteria were applied in choosing participants: 1) each participant had to be among the Francophone or Anglophone student population enrolled in various University of Ottawa health professions training programs (medicine, pharmacy, translational and molecular medicine, nursing sciences, occupational therapy, physiotherapy, audiology, speech therapy, health sciences and psychology) and 2) participants must not have taken a limbic system anatomy course previously. Our sample size was based on the works of Guest, Bunce, \u0026amp; Johnson (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e) who stipulate that in a qualitative study, the basic themes are present as early as six interviews and theoretical saturation of information is present after the first 12 interviews. We therefore recruited 12 students for our study.\u003c/p\u003e\u003ch2\u003eData collection\u003c/h2\u003e\u003cp\u003eData collection was carried out from September to December 2024. After obtaining ethical approval, posters were placed in strategic locations at the University of Ottawa (e.g., bulletin board in the corridors of the Faculty of Medicine) and e-mail invitations were sent via the student associations of each health profession included in the study. The e-mail invitation was sent at least one week before they were to take the limbic system anatomy course using VR headsets with controllers. These devices enabled them to be fully immersed in a virtual and interactive environment in which they could explore and manipulate anatomical structures of the limbic system in 3D. These same students were subsequently met with within one week for a semi-structured interview.\u003c/p\u003e\u003cp\u003eThe questions asked focused on six themes, including 1) general impressions of VR learning, 2) experience of using the Meta headset, 3) VR learning compared to traditional methods, 4) advantages and disadvantages of VR learning, 5) effect of VR on understanding anatomical concepts of the limbic system, and 6) technical and pedagogical suggestions for improving the VR experience.\u003c/p\u003e\u003ch3\u003eData processing and analysis\u003c/h3\u003e\u003cp\u003eOnce all the interviews were transcribed verbatim, the analysis was begun. The primary coder examined in detail the individual interviews of each of the participants in order to identify statements relating to their experience with VR in learning anatomical concepts of the limbic system. In order to proceed with the qualitative analysis of each of the documents, the guidelines of Braun and Clarke (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e) were used for inductive thematic analysis. First, the primary coder became familiar with the data by reading each of the documents. Next, by rereading each transcription, preliminary codes were generated to produce a coding manual. These were developed considering the explicit meaning of each data extract in the data set and were applied to each of the transcribed documents. Then, the documents were analyzed systematically, with 100% of the data coded manually by the primary coder and 25% by a second coder, independently.\u003c/p\u003e\u003cp\u003eLastly, a tree diagram was created to segment the coded excerpts into themes. These were identified by the presence of similar codes in the data set. A latent thematic analysis using an interpretative approach was used to determine the sub-themes.\u003c/p\u003e\u003ch3\u003eTechniques to enhance trustworthiness\u003c/h3\u003e\u003cp\u003eTo ensure trustworthiness of the analysis, the second coder was given training by the primary coder to explain the principles of qualitative analysis and the steps involved in analyzing the interview excerpts so they could code them properly. The second coder coded 5½ pages representing 4 full interviews. The documents to be coded were selected randomly by the primary coder. This procedure enabled us to obtain inter-judge agreement on 25% of the data and thus to examine the accuracy of the initial coding of this percentage.\u003c/p\u003e\u003cp\u003eThe second coder sent their analysis work to the primary coder for the latter to review each of the themes emerging from each of the study questions. The codes extracted by the primary coder and the second coder were similar and represented full agreement, and therefore a refinement of the codes was not carried out. The themes and sub-themes relating to the selected quotes were discussed between the primary coder and the co-author. Clarifications were made in order to better represent participants’ experience, until a consensus was reached.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eUnits of study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTwelve students took part in the limbic system anatomy course via VR headsets. All of these students then agreed to participate in semi-structured interviews (online via Zoom without video) in order to analyze their learning experience with the VR headsets. Among the participants, two were 2nd year nursing sciences students, two were 1st year medical students, and the other eight were enrolled in the 1st year and 2nd year of the masters of anatomy program. This sample represents a diversity of healthcare programs, thus providing a varied perspective on the use of VR headsets in the teaching of anatomy. All participants identified as women, which is a notable characteristic of the sample. Regarding their prior experience, none of the participants had taken a limbic system anatomy course previously, in accordance with the study\u0026rsquo;s inclusion criteria.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSynthesis, interpretation and links to empirical data\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe themes are listed and developed according to the individual interview questions asked.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1. General impressions of VR learning and use of the Meta headset:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAlthough a few of the students stated that this was their first experience with VR, the majority reported having greatly enjoyed this learning method. The students described VR as mostly engaging. One student explained that \u0026ldquo;[it] was very engaging and beneficial because it allowed me to superimpose structures, separate them and examine them up close.\u0026rdquo; A few students added that VR is an effective method for concrete learners, and a good way to study anatomy of the limbic system between readings and the laboratory.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHowever, some students shared that they had difficulty orienting themselves when first using VR.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2- Description of the overall experience\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOverall, the students described the VR experience as \u0026ldquo;pleasant,\u0026rdquo; stating that they appreciated the engaging aspect of VR. Some students added that this method seems better adapted to the current technophile generation. Among these, one student indicated that \u0026ldquo;it\u0026rsquo;s more in line with what my generation or our generation learns online [\u0026hellip;] being immersed in a virtual environment facilitates learning and helps us to better adapt, since we\u0026rsquo;re constantly surrounded by technology.\u0026rdquo; Other students stated that this method facilitated their memorization of limbic structures thanks to the three-dimensional aspect.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eOne student reported that the experience was slightly stressful, stating that\u0026nbsp;\u0026ldquo;[It] was sometimes a bit stressful to find the right controls.\u0026rdquo;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3- Experience using the Meta headset\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe majority of the students enjoyed using the Meta headset. Firstly, they especially liked the interactive and engaging aspect of the headset compared to traditional methods. Secondly, the students also mentioned the visual aspect, including the graphics and controllers for selecting the desired structure and the clear description of structures. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMost of the students also reported having had difficulty with the headset settings and that the image was rather blurred. Some students also added that it took them some time to get used to this technology, considering it was their first experience.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4- VR learning compared to traditional methods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSeveral students commented on the distinction between VR and traditional learning methods. A few students expressed their preference for VR, stating that it improved their learning experience by being more engaging and immersive in exploring the limbic system. Some students reported having found that using VR increases independence and supports their own learning pace. One student indicated that \u0026ldquo;with VR, I can go at my own pace and also go back or further explore something I don\u0026rsquo;t understand.\u0026rdquo;\u003c/p\u003e\n\u003cp\u003eFew students mentioned that VR could entirely replace learning by traditional methods, considering the role of lectures. One student, among others, mentioned that they \u0026ldquo;don\u0026rsquo;t think VR totally replaces traditional methods.\u0026rdquo; \u0026ldquo;Lectures are essential, especially as preparation, because my prior knowledge helped me navigate the VR experience more effectively.\u0026rdquo;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5- Advantages and disadvantages of VR learning\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSeveral advantages of VR learning were mentioned, including the practical dimension of three-dimensionality, which seems to help with learning anatomical structures, increasing information retention, and is generally more effective for students who describe themselves as visual learners. The majority of the students liked working at their own pace.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eA few students pointed out some disadvantages of using VR, including access to the technological tool such as a VR headset, difficulty orienting oneself, blurring and visual fatigue. Few students reported that VR is not suitable for all types of learners. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6- Effect of VR on understanding anatomical concepts of the limbic system\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSeveral effects of VR on understanding anatomical concepts of the limbic system were reported, including improved comprehension, faster knowledge building, new perspectives on the brain, and confidence building.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eOnly one student invalidated the effect of VR on understanding anatomical concepts of the limbic system.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e7- Technical and pedagogical suggestions for improving the VR experience\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe majority of the students put forward a few technical suggestions, including: adjustment of the headset, access to a description of how the VR application works, positioning of the skeleton, selection of anatomical structures and a better orientation. One student mentioned not being very familiar with VR technology.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMost of them also gave pedagogical suggestions, including adding VR as a tool or technique to improve the understanding of anatomy, as from their perspective, it is a complementary method to traditional methods. Other students added they would like to have further instructions, a checklist and more concise texts.\u0026nbsp;\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe interviews with the 12 participants highlighted several themes relating to students\u0026rsquo; perceptions regarding the learning of limbic system anatomy using VR headsets. These themes include the degree of engagement of students who perceive VR as a stimulating and instructive learning method; technical challenges, particularly initial spatial orientation difficulties and visual discomfort; pedagogical complementarity; and the effects of VR on understanding the anatomical concepts of the limbic system.\u003c/p\u003e\u003cp\u003eRegarding student engagement, our results show that the students perceive VR as a stimulating and instructive learning method, thus corroborating the observations of Xiao et al. (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e), who report that VR interactivity promotes student engagement in learning. Using VR enables students to manipulate anatomical structures in 3D, which is in line with the conclusions of Smith et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e) on the importance of active participation in content. This type of participation reinforces encoding and provides memorable landmarks, anchoring the information over time and thus promoting more in-depth learning.(\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e) The participants reported having greatly enjoyed the opportunity to so closely examine the anatomical structures down to the smallest detail. As part of the study of limbic system anatomy, the immersive approach provided by VR headsets is more than relevant, as it reveals the complexity of anatomical relationships between the structures that make up the limbic system, such as the amygdala and hippocampus.(\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e) These results highlight the potential of VR to simplify abstract anatomical concepts thanks to its three-dimensional aspect, an aspect that is missing from traditional learning methods such as independent reading in an anatomy atlas.\u003c/p\u003e\u003cp\u003eThe technical challenges encountered by the participants, in particular spatial orientation difficulties and blurred vision, are consistent with the works of Huda et al. (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e), who report that these problems may be related to cognitive overload secondary to prolonged immersion in a virtual environment. This exposure would therefore intensify eye fatigue, disorientation and other symptoms related to virtual reality sickness.(\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e) These challenges highlight the importance of specialized and targeted training to familiarize students on the use of VR headsets before considering integrating this technology into the academic environment.(\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e) Furthermore, the suggestions of our study participants with regard to improving ergonomics and visual clarity reflect the need to adapt this technology in order to optimize their learning experience.\u003c/p\u003e\u003cp\u003eOur results demonstrate the importance of VR as a complementary method for learning limbic system anatomy, in line with the works of Khan et al. (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e), who state that VR should be viewed as a complementary method to traditional methods, and not as a substitute for them. This statement aligns with our results which stipulate that, by virtue of VR\u0026rsquo;s immersive and three-dimensional aspect, this new technology bridges the gap between anatomy courses and laboratory dissection sessions, reinforcing its role as a pedagogical aid.(\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e) Furthermore, our results suggest that VR could be implemented after anatomy courses or as a post-laboratory activity in order to anchor acquired knowledge.(\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e) This temporal link would enable students to fully exploit VR\u0026rsquo;s interactive and immersive potential while consolidating their theoretical learning.(\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eOur results on improving the understanding of anatomical concepts using VR align with the works of Boillat et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e) and those of Ali et al. (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e), who report that the immersive learning provided by VR allows for three-dimensional manipulation of anatomical structures. This technique promotes a better understanding of the complex spatial relationships of the limbic system components.(\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e) The VR experience also enables faster assimilation of concepts while also preparing learners to put their knowledge to better use during laboratory sessions.(\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e) However, it is important to note that one student reported no positive effect on their understanding of limbic system anatomy. This discrepancy could be the result of individual preferences or related to specific technical limitations, as suggested by studies on cognitive differences in adopting immersive technologies.(\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eThe limbic system is a complex entity due to the intricate relationships between its structures, and VR provides a unique perspective from which to grasp the spatial and functional relationships of this system.(\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e) These results underscore the essential role of this technology in teaching complex concepts, while also highlighting the importance of adapting its use to the individual needs of each learner.\u003c/p\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eLimitations\u003c/h2\u003e\u003cp\u003eThis study has several important limitations. Firstly, the sample size, consisting of only 12 participants, is an obstacle to the generalization of the results to a larger population. In addition, a notable characteristic of the sample is that all the participants identify as women. Even if this uniformity helps control gender variations, it restricts the application of the results to mixed populations. The individual variations in spatial learning or mastering immersive technologies could affect VR\u0026rsquo;s educational effectiveness, and the lack of gender diversity makes it impossible to evaluate these impacts. This constraint requires reproduction with a balanced sample to confirm the soundness of the conclusions. Another limitation is that despite the overall positive perception held by the students who participated in our study, it is important to remember that such a perception does not lead us to conclude that this VR approach to learning the limbic system improved students\u0026rsquo; knowledge on this subject in the short, medium and long term. Lastly, for some students, this was their first experience with VR technology, which led to orientation difficulties at the start of the limbic system anatomy course.\u003c/p\u003e\u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe objective of this research was to explore health sciences students\u0026rsquo; perceptions regarding the use of VR in teaching limbic system anatomy, and to identify how this pedagogical approach influences their understanding of anatomical structures compared to traditional methods. The study enabled us to gather information indicating that students consider VR technology as an adjuvant method to traditional anatomy learning methods. Participants reported that using VR headsets to study limbic system anatomy was engaging and beneficial. However, certain ergonomic and orientation challenges were raised, such as headset adjustment difficulties and blurred vision. Further research could be carried out to evaluate the short-term effect and long-term impact of VR anatomy learning on improving students\u0026rsquo; knowledge. Moreover, the idea of integrating VR technology as a teaching strategy in an anatomy curriculum deserves further exploration.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMeriem Merghem:\u003c/strong\u003e Data curation; formal analysis; writing \u0026ndash; original draft.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSalomon Fotsing:\u003c/strong\u003e Conceptualization; methodology; formal analysis; writing \u0026ndash; review and editing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eJoanne Fevry:\u003c/strong\u003e Data curation; writing \u0026ndash; original draft.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMarie-Pier Vandette:\u003c/strong\u003e Qualitative data analysis; validation of coding scheme; interpretation of findings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAlireza Jalali:\u003c/strong\u003e Conceptualization; methodology; project administration; supervision; writing \u0026ndash; review and editing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to thank Francophone Affairs of the University of Ottawa\u0026rsquo;s Faculty of Medicine for their involvement in all steps of the research process.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical consideration\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval was granted by the University of Ottawa Research Ethics Board \u003cstrong\u003e(protocol\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e# H-07-24-10067)\u003c/strong\u003e.\u003c/p\u003e\n\u003cp\u003eAll participants provided verbal informed consent prior to participation, as approved by the Ethics Board. All interview transcripts were anonymized to ensure participants could not be identified. This study was conducted in accordance with the principles of the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e \u003cstrong\u003e\u003cbr\u003e\u003c/strong\u003e Not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;The datasets generated and analysed during the current study (anonymized interview transcripts) are not publicly available due to confidentiality agreements with participants but are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDeclaration of conflicting interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eFredon F, Boisseau S, Cheyrou E, Hardy J, Fontanier SD, Mabit C et al. 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Efficacy of virtual reality and augmented reality in anatomy education: A systematic review and meta-analysis. Anat Sci Educ d\u0026eacute;c. 2024;17(9):1668\u0026ndash;85.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKaufmann JN. Des pr\u0026eacute;f\u0026eacute;rences individuelles aux pr\u0026eacute;f\u0026eacute;rences collectives: ambigu\u0026iuml;t\u0026eacute;s du concept de pr\u0026eacute;f\u0026eacute;rence dans le contexte des th\u0026eacute;ories du choix collectif. Dialogue Can Philos Rev Rev Can Philos janv. 1996;35(1):53\u0026ndash;80.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSalimi S, Asgari Z, Mohammadnejad A, Teimazi A, Bakhtiari M. Efficacy of virtual reality and augmented reality in anatomy education: A systematic review and meta-analysis. Anat Sci Educ d\u0026eacute;c. 2024;17(9):1668\u0026ndash;85.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Virtual reality, Anatomy education, Limbic system, Health sciences students, Qualitative research, 3D learning","lastPublishedDoi":"10.21203/rs.3.rs-7531452/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7531452/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eIntroduction\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTraditional methods of teaching anatomy present limitations for a generation with technophile tendencies. Virtual reality (VR) emerges as an innovative solution. This study explores healthcare students' perceptions regarding the use of VR in teaching limbic system anatomy and its influence on understanding anatomical structures compared to traditional methods.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA qualitative research method was adopted, including semi-structured interviews via Zoom with cameras turned off. Twelve students who had previously taken the limbic system anatomy course using VR headsets subsequently agreed to participate in the interviews. The collected data were analyzed using an inductive thematic approach.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe majority of participants found VR interactive and engaging, facilitating understanding of complex anatomical relationships through 3D manipulation. However, technical challenges were reported.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDiscussion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe results confirm VR's potential as a complementary tool, enhancing engagement and understanding, but emphasize the importance of prior training and ergonomic improvements.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eVR technology shows promising pedagogical potential for teaching anatomy, provided its technical limitations are addressed and adapted to individual needs, justifying long-term comparative studies to optimize its integration.\u003c/p\u003e","manuscriptTitle":"Health sciences students’ perceptions regarding the use of virtual reality in teaching limbic system anatomy: a qualitative analysis","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-13 10:44:05","doi":"10.21203/rs.3.rs-7531452/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2025-11-29T14:35:26+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"196823263624482616410132113767246433235","date":"2025-11-20T08:44:16+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-30T14:32:35+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-09-16T07:08:49+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-09-16T05:49:11+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-09-16T02:23:11+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-09-16T02:20:21+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"fcd265b2-fc24-41c1-bf2a-332c57a585cc","owner":[],"postedDate":"October 13th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-10-13T10:44:05+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-13 10:44:05","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7531452","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7531452","identity":"rs-7531452","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}