Revista espanola de patologia : publicacion oficial de la Sociedad Espanola de Anatomia Patologica y de la Sociedad Espanola de Citologia · 2026
Holopath-VR360-degree virtual reality videos in pathology education: The Holopath-VR experience.
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Alcaraz-Mateos Eduardo, Abellan-Leante Isabel, Galdame Franco Stefano, Garcia-Hidalgo Clemente, Perez-La-Encina Marta, Caballero-Aleman Fuensanta, Sanchez-Campoy Nicolas
Аннотация
INTRODUCTION: Virtual reality (VR) allows individuals to have immersive experiences that may benefit medical education. The aim of this study was to evaluate the perception of undergraduate medical students when exposed to VR pathology videos and to investigate potential adverse effects associated with this technology.
MATERIAL AND METHODS: A cross-sectional study was conducted among medical students. 360-degree videos of histology and cytology were created by scanning glass slides and editing them using ObjectiveView, Adobe Photoshop, and Sony Vegas software. Students were questioned after they viewed the HoloPathVR 4K 360° videos uploaded to the YouTube VR platform, using an Oculus Quest 2 head-mounted display (HMD). A modified version of the Simulator Sickness Questionnaire (SSQ) was also administered.
RESULTS: Thirty-two students participated in the study. All participants reported that the experience was interesting (4.84/5), with a high degree of immersion (4.38/5) and receptivity to the implementation of VR as a teaching tool (4.84/5). Regarding VR-related symptoms, all were self-limited, mostly ocular in nature, and they were mild and primarily related to blurred vision (34%) or focusing problems (56%), likely attributable to the first-time use of an HMD. No significant differences in VR sickness were observed between groups or sexes.
CONCLUSIONS: Given the positive reception reported by the students, 360-degree virtual reality videos may serve as a complementary tool in pathology education, despite the initial investment and costs required. Side effects, which seem to be mild and self-limited, do not pose a barrier to the implementation of this technology.
MATERIAL AND METHODS: A cross-sectional study was conducted among medical students. 360-degree videos of histology and cytology were created by scanning glass slides and editing them using ObjectiveView, Adobe Photoshop, and Sony Vegas software. Students were questioned after they viewed the HoloPathVR 4K 360° videos uploaded to the YouTube VR platform, using an Oculus Quest 2 head-mounted display (HMD). A modified version of the Simulator Sickness Questionnaire (SSQ) was also administered.
RESULTS: Thirty-two students participated in the study. All participants reported that the experience was interesting (4.84/5), with a high degree of immersion (4.38/5) and receptivity to the implementation of VR as a teaching tool (4.84/5). Regarding VR-related symptoms, all were self-limited, mostly ocular in nature, and they were mild and primarily related to blurred vision (34%) or focusing problems (56%), likely attributable to the first-time use of an HMD. No significant differences in VR sickness were observed between groups or sexes.
CONCLUSIONS: Given the positive reception reported by the students, 360-degree virtual reality videos may serve as a complementary tool in pathology education, despite the initial investment and costs required. Side effects, which seem to be mild and self-limited, do not pose a barrier to the implementation of this technology.