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Background <p>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.</p> Methods &amp; data analysis <p>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.</p> Results <p>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.</p> Conclusions <p>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.</p>

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

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月3日

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  • Iman Dajani,
  • Maria Christina Esteban,
  • Ali Chaari

摘要

Background

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.

Methods & data analysis

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.

Results

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.

Conclusions

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.