Integrating Virtual Laboratories in Medical Imaging Education: A Comparative Analysis

In engineering education, particularly in medical imaging, practical applications are essential to establish a strong foundation for theory. This study examines the impact of adding a virtual laboratory to complement traditional learning methods, including hospital visits, MATLAB (programming) exercises, and mini-projects. Data were gathered via an anonymous questionnaire distributed to 113 students enrolled in two consecutive years of study: one cohort consisting of current third-year students, who followed the module with the virtual laboratory included (n=37), and another comprising current fourth-year students (n=37), who completed the module without it. The questionnaire included both quantitative and qualitative questions. The quantitative analysis, based on Likert-scale responses, showed statistically significant differences (p < 0.05) in perceived understanding of equipment components and imaging workflows between students who had access to the virtual laboratory and those who did not. Qualitative feedback highlighted the added value of seeing virtual workflows before engaging in real hospital environments, bridging the gap between lectures and hands-on practice. While the study focused on perceptions rather than direct performance outcomes, it aligns with broader research supporting the use of virtual labs in engineering education.