JMIR Publications

ABSTRACT

Background:

Clinical neuroscience knowledge is a crucial competency in psychiatric residency training in the United States. Understanding neuroimaging is a core skill within this broader neuroscience objective, prompting a call for improved curricula on neuroimaging in psychiatry training. Metaverse digital tools may have excellent potential in immersing learners. Digital technology has been proven to be an effective learning tool in medicine, especially for standalone neuroanatomy and radiological training. However, metaverse digital tools are underutilized within clinical neuroscience and neuroimaging education.

Objective:

The design and implementation of a metaverse educational module in psychiatry neuroimaging education was outlined, using the neuroimaging of dementia as a sample topic. Qualitative focus groups are used to evaluate the feasibility and preliminary impressions of educators in this module.

Methods:

An iterative refinement method was used for module design, utilizing software that allows for the integration of teaching content into a custom designed virtual world. Visual aspects, interactable objects, a navigational feedback system, and immersive audio were key features. Faculty members within departments of psychiatry, neurology, and radiology were recruited to beta test the learning module. Their feedback was gathered in focus groups, and the transcripts were analyzed utilizing Braun and Clarke’s reflective thematic analysis framework.

Results:

A highly immersive, low cost, and easy to implement metaverse module was developed. Faculty feedback revealed several themes, with significant ones including (1) Users with different backgrounds may experience the learning module differently, (2) The immersive space design innovates traditional learning through a gamified experience, (3) The navigation of the immersive space was highly divisive.

Conclusions:

The educational prototype showed potential to provide a highly immersive environment to supplement the neuroscience curriculum in psychiatry residency training. However, variable feedback was shared regarding the module’s accessibility and technical feasibility, with a possibility that such variability is contributed by individualized differences in digital literacy. Overall, use of metaverse technology has potential to provide a feasible, scalable and immersive educational experience. Additional study of these tools and their impact on psychiatric and medical education are needed.