Evaluating the impact of video-only, video with group discussion, and collaborative 360VR on abdominal examination training for first-semester medical students and medicine with industrial specialization

Supplementing instructional videos with structured peer discussion produced the highest immediate competency, supporting social-constructivist approaches to skills training. Collaborative VR did not improve short-term performance but enhanced engagement and may serve as an adjunct when combined with clear learning objectives and user training. Larger studies are needed to explore long-term retention and optimize integration of immersive technologies into medical curricula.