From traditional to immersive: The impact of 3D technologies on medical student learning

<b>Introduction:</b> Three-dimensional (3D) technologies, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), are transforming medical education by providing immersive learning experiences that may enhance spatial understanding, knowledge retention and practical skills. Despite promising benefits, these technologies also present unique challenges, including potential physical and mental health impacts, which remain underexplored.<br> <b>Objective:</b> This study aimed to evaluate and compare VR, AR, MR and traditional teaching methods in medical education. The objectives were to assess each method’s effectiveness in enhancing student engagement and comprehension, identify associated health challenges and determine the potential of 3D technologies as complements or alternatives to traditional educational methods. <br><b>Methods:</b> Eighty-four medical students participated in a structured 20-hour course, interacting sequentially with VR, AR, MR and traditional teaching modalities. Students’ experiences were documented through post-course evaluations, which assessed aspects such as immersion, engagement and health-related impacts. <br><b>Results:</b> The study revealed that VR, AR and MR offered significant advantages over traditional methods in areas such as spatial understanding (VR, 64.29%; AR/MR; 67.86%) and visualization of 3D anatomical structures (VR, 57.14%; AR/MR, 69.05%). However, VR was associated with a high prevalence of health issues, including cybersickness (71.43%) and spatial disorientation (75.00%), highlighting the physical and psychological challenges of full immersion. AR/MR presented fewer adverse effects, though eye strain (63.10%) and sensory overload (50.00%) remained concerns. Traditional methods were generally safer but less effective in promoting interactive engagement and spatial comprehension. <br><b>Conclusions:</b> 3D technologies provide valuable enhancements to medical education but require careful integration alongside traditional methods to mitigate health-related challenges. VR, AR and MR are best suited as complementary tools rather than direct replacements, supporting a hybrid educational model that maximizes learning outcomes while managing the physical and psychological impacts associated with immersive technologies. Further research on standardized implementation practices is needed to optimize these tools for broader educational use.