JMIR Publications

ABSTRACT

Background:

Foundational knowledge of anesthesia techniques is crucial for medical students. While interactive lectures and team-based learning enhance engagement and skill development, the Metaverse offers an emerging immersive platform for medical education.

Objective:

This study compared the effectiveness of Metaverse-based versus in-person interactive lectures on anesthesia techniques, focusing on knowledge acquisition and learner satisfaction.

Methods:

This randomized, controlled, single-blinded trial was conducted from August 2024 to January 2025 at the Faculty of Medicine, Khon Kaen University, Thailand. Fifth-year medical students enrolled in the anesthesia techniques course were randomly assigned to either the Metaverse group or the in-person interactive lecture group. Both groups received the same curriculum, including anesthesia administration, medication use, techniques, and complication management. Pre- and post-course knowledge assessments, as well as learner satisfaction surveys, were conducted.

Results:

A total of 78 students participated (38 in the in-person group and 40 in the Metaverse group). Post-course knowledge scores did not differ significantly between groups (11.24 ± 1.93 vs. 10.40 ± 2.62; mean difference, 0.84; 95% CI, -0.20 to 1.88; P = 0.114). However, the in-person group reported significantly higher satisfaction across multiple domains, including overall course satisfaction, learning content, instructor quality, teaching techniques, and learning outcomes (P < 0.05).

Conclusions:

While both methods demonstrated comparable knowledge gains, in-person interactive lectures led to significantly higher learner satisfaction. These findings support the continued value of traditional interactive lectures and the potential of Metaverse platforms as complementary tools in anesthesia education. Clinical Trial: TCTR20240708012 (Thai Clinical Trials Registry) registered July 8, 2024.