Health sciences students’ perceptions regarding the use of virtual reality in teaching limbic system anatomy: a qualitative analysis

Introduction Traditional methods of teaching anatomy present limitations for a generation with technophile tendencies. Virtual reality (VR) emerges as an innovative solution. This study explores healthcare students' perceptions regarding the use of VR in teaching limbic system anatomy and its influence on understanding anatomical structures compared to traditional methods. Method A qualitative research method was adopted, including semi-structured interviews via Zoom with cameras turned off. Twelve students who had previously taken the limbic system anatomy course using VR headsets subsequently agreed to participate in the interviews. The collected data were analyzed using an inductive thematic approach. Results The majority of participants found VR interactive and engaging, facilitating understanding of complex anatomical relationships through 3D manipulation. However, technical challenges were reported. Discussion The results confirm VR's potential as a complementary tool, enhancing engagement and understanding, but emphasize the importance of prior training and ergonomic improvements. Conclusion VR technology shows promising pedagogical potential for teaching anatomy, provided its technical limitations are addressed and adapted to individual needs, justifying long-term comparative studies to optimize its integration.