Integration of immersive and simulation technologies in medical education: a qualitative study of student perspectives in a Colombian university

Introduction Immersive and simulation technologies (ISTs) have transformed medical education by facilitating the safe practice of procedures and access to rare cases. Its effective implementation in the Colombian context requires specific technical, pedagogical, and socioeconomic factors to be considered. Methods This is a qualitative study developed in three phases (1): literature review (2); observation in simulation laboratories with fifth, seventh, and eighth semester students, complemented with surveys ( n = 84) and semi-structured interviews ( n = 9); and (3) thematic analysis with Atlas.ti, validated by a focus group. Results Students perceive that ISTs strengthen practical skills, allow repetitive training in controlled environments, provide immediate feedback, and enable learning of infrequent pathologies. However, limitations are identified, including poor development of communication skills and empathy, simplification of clinical scenarios, inequalities in access, and technical problems. Expectations regarding its use are influenced by the perception of technological modernization as an indicator of academic quality. Conclusions ISTs are valued as a complement and not a substitute for clinical practice. Integrating it into Colombian medical education requires contextualization, ongoing assessment, teacher training, equitable access, and coherence with the realities of the health system.