The following article investigates the effect of advanced educational tools—virtual reality (Oculus) and the Sectra virtual anatomy table—on medical students’ motivation in learning anatomy. Conducted at the Universidad Autónoma de Guadalajara, the research involved 90 first-semester medical students divided into two groups, each utilizing one of the technologies during anatomy sessions. Motivation was assessed using the Reduced Instructional Materials Motivation Survey (RIMMS). Focus on aspects such as attention, accuracy, confidence, and satisfaction. Of the four variables analyzed in the RIMMS questionnaire (attention, relevance, confidence, and satisfaction), it was noted that the highest p-value of the independent variables is 0.0000, which corresponded to TOTAL SATISFACTION. The findings suggest that immersive technologies like virtual reality can substantially enhance student motivation and learning experiences in medical education.

The rapid evolution of biotechnology across various sectors, including agriculture, industry, and medicine, has profoundly transformed our comprehension of the world. Virtual laboratories (VLs) provide an immersive learning experience that can enhance future generations’ understanding of biotechnology’s medical applications. This study investigated the impact of incorporating VLs into a short course on biotechnology applied to medicine on the attitudes and perceptions of third-year medical students (n = 210). A validated questionnaire was employed to assess their perspectives, attitudes, and experience with virtual laboratory platforms before and after the course. The findings revealed a significant positive change in 7/38 questionnaire items (p < 0.05), indicating that the VL experience modified perceptions about biotechnology. This study emphasizes the importance of exploring innovative teaching methods for biotechnology and highlights the advantages of VL in educating future physicians. The primary concerns of the students were the misuse of personal genetic information and biotechnological applications involving animal modification. Overall, the students had a favorable experience using the virtual laboratory platforms. These findings collectively suggest that VL can positively influence perceptions and attitudes toward biotechnology among healthcare professionals.

Medical students experience fluctuations in their motivation, influenced by various factors, including curricular rigor, mental health, and institutional factors. Based on Self-Determination Theory (SDT) and the Four Pillars of Academic Engagement (HPEE), this study, conducted at a private Mexican university, examined motivational variation according to academic year, curricular impact, gender differences, and its relationship with mental health. Methods: A quantitative, cross-sectional, descriptive study was conducted using qualitative tools for contextualization (n = 1326). Mann–Whitney U tests, Kruskal–Wallis tests, logistic regression, and psychological network analysis were performed. Results: Motivation showed cross-sectional variation: high in preclinical years 1 and 2, decreasing in clinical years 3 and 4 (p < 0.001), and rebounding in year 6. The reformed curriculum (elective subjects, student-centered active learning) resulted in greater motivation (OR = 10.68, p < 0.001). Women tended to have slightly higher motivation (p = 0.050), higher grade point averages (p < 0.001), but also greater stress (p < 0.001). Network analysis revealed that intrinsic achievement (centrality = 1.11) and curiosity about knowledge (predictability = 84.5%) are the main drivers, while demotivation was linked to the later years. The qualitative part of the study showed altruism/curiosity as the main motivators; mistreatment/workload (demotivators). Conclusions: Motivation is context-sensitive, peaks in the preclinical stage, and recovers with autonomy but is vulnerable during clinical immersion. Autonomy in course selection, active student-centered pedagogies, and gender-sensitive support foster sustained participation. The centrality of intrinsic factors in the network highlights that achievement motivation and knowledge are general and independent motivators. Qualitative data reveal systemic barriers. Stage-specific interventions, such as mentoring, student support programs, and reporting mistreatment, can be crucial for strengthening resilience and performance. Longitudinal and multi-institutional studies are needed to validate the causality and generalizability of this study.

Innovations have been made to educational strategies in health sciences to increase intrinsic motivation in students which helps generate a significant and active learning in students with the help of methodologies, such as gamification, using escape rooms (ER) and the use of digital tools, such as the Sectra Table. The objective of this study is to determine the correlation of motivation in medical students using the Sectra Table digital tool versus nursing students who implemented escape rooms in anatomy sessions. This study was carried out at the Universidad Autónoma de Guadalajara. It is a cross-sectional study using a descriptive analysis technique for comparing samples. With a convenience sample of 72 students from the medicine and nursing program, subjecting medicine students to Sectra Table learning and nursing students to escape rooms determining the level of motivation using the RIMMS questionnaire with an alpha greater than .81 for all constructs having as independent variables, confidence, attention, relevance and satisfaction. We performed a statistical analysis by a two-sample comparison model. Obtaining that “escape room” presented higher levels of motivation and with a p-value of 0.0000 satisfaction presented greater motivation levels. Gamification prepares today’s society and helps them acquire professional skills that prepare them for life.

The impact of Artificial Intelligence (AI) over the last decades is reflected in the diffusion of tools for automated learning and the availability of applications. Therefore, there is a need to study the risks and benefits of developing hard skills and critical thinking in health education, where tools such as podcasts have been employed to enhance learning. To determine whether the use of AI improves learning when developing a podcast about a health sciences-related topic, we conducted a cross-sectional analytical study with convenience sampling and a descriptive observational approach. We evaluated 52 health science students from a private university in Mexico using 10 questions related to the podcast topic. The assessment of learning, comparing students who used AI with a control group that performed traditional research, showed no significant differences in their mean grades (p = 0.81). The use of AI did not significantly compromise students' learning. These results were further supported by students' perceptions of their own learning, with most expressing positive opinions. AI may be implemented in health sciences education with positive reception by students.

A podcast is a downloadable audio file with a significant impact on teaching due to its availability and repetitive on-demand playback. Educational podcasts are created through a didactic planning process to provide students with cognitive advantages, enhancing their analysis, selection skills, and content dissemination. The purpose was to determine the effectiveness of using podcasts compared to other teaching strategies for learning in health sciences students. The study was an analytical cross-sectional design conducted with a sample of 52 health sciences students, who were asked to develop a designated podcast, followed by answering a survey about their perception of using podcasts, as well as identifying strengths and weaknesses. Our findings indicated that most participants enjoyed using podcasts, highlighting their innovative characteristics and the opportunity they provide to spread information; they also reported increased learning. The advantages included the lack of need to record their faces, the ability to make several recording attempts, and the generation of their own knowledge. Disadvantages included the need for editing, the presence of visual or kinesthetic learning preferences, and stuttering while speaking. Therefore, practical implications suggest that podcasts stand out as an innovative educational tool among health sciences students, with clear perceived strengths and few weaknesses.