JMIR Publications

ABSTRACT

Background:

Traditional morphophysiology teaching fragments macroscopic anatomy and histology across separate spaces, increasing extrinsic cognitive load. Immersive virtual reality (VR) and generative artificial intelligence (AI) offer complementary affordances for integrating structure and function, but formative evidence on their combined use in undergraduate medical education remains limited.

Objective:

To formatively evaluate acceptance, perceived usefulness, and self-reported development of digital and research-oriented competencies among first- and second-year medical students after a combined VR and generative-AI intervention embedded in a morphophysiology course, and to identify infrastructure and pedagogical determinants informing scale-up

Methods:

This paper reports the quantitative first phase of an explanatory-sequential mixed-methods formative study. Students at the School of Medicine, Universidad San Sebastián (Concepción campus, Chile) participated in a three-component intervention: (i) rotating stations combining an immersive 3D virtual dissection platform with conventional histological observation, (ii) generative AI as an investigative tutor supporting question formulation and evidence appraisal, and (iii) a redesigned student research day structured around Kolb's experiential learning cycle. Students then completed an electronic survey grounded in the TPACK and TAM frameworks (38 items across 10 dimensions, 5-point Likert scale). Descriptive statistics with 95% confidence intervals, medians and interquartile ranges are reported. Reporting follows the CHERRIES checklist

Results:

Of 168 invited students, 95 completed the survey (response rate 56.5%, 95% CI 48.9–63.9%). All 10 dimensions exceeded 90% agreement (range 91.1–96.8%). The highest-rated dimension was teacher performance and support (96.8%; M = 4.79), followed by digital skills development (95.8%; M = 4.73) and student autonomy (95.8%; M = 4.69). The lowest was institutional and technological resources (91.1%; M = 4.56), driven by limited equipment and physical space (87.4%, the lowest item).

Conclusions:

The combined VR and generative-AI intervention was highly acceptable, with teacher scaffolding and student autonomy most valued and infrastructure the primary scale-up constraint. Findings are formative and non-comparative; the ongoing qualitative phase will address mechanisms, including the cognitive-autonomy implications of AI-assisted learning.