Development and Assessment of a 360° Video-Based Virtual Reality Application to Enhance Medical Students' Preparation for Initial Cadaver Dissection

For many medical students, their first experience with cadaver dissection can be stressful and emotionally challenging. This study developed a 360° video-based virtual reality (VR) application to allow students to explore the anatomy lab and understand the dissection process before their first session.

The study compared students who used the VR experience with those who received traditional preparation methods. It examined whether the VR tool reduced anxiety and improved students' emotional readiness before and during their first cadaver dissection. The findings aimed to determine whether this immersive technology could make the learning experience more comfortable and supportive for students

Study Overview

• Status: Completed
• Conditions: Stress; Anxiety
• Intervention / Treatment: Behavioral: A 360° video-based virtual reality application

Detailed Description

For many medical students, the first experience of working with a human cadaver is a significant milestone in their training. While cadaver dissection is an essential part of learning human anatomy, it can also be associated with feelings of anxiety, discomfort, and emotional stress. These reactions may affect students' confidence, engagement, and overall learning experience during the early stages of their medical education.

In recent years, advances in educational technology have introduced new ways to support student learning. One such approach is the use of immersive virtual reality (VR), including 360° video, which allows users to explore real environments in an interactive and realistic way. This technology has the potential to prepare students for unfamiliar or challenging experiences by giving them a preview of what to expect in a safe and controlled setting.

This study was designed to develop and evaluate a 360° video-based virtual reality application aimed at helping medical students prepare for their first cadaver dissection session. The VR application provided students with a realistic view of the anatomy laboratory environment, including the layout of the space, the presence of cadavers, and an overview of the dissection process. The goal was to familiarize students with the setting in advance, reduce uncertainty, and support emotional readiness.

The study addressed the question of whether this VR-based preparation could reduce students' anxiety and improve their emotional preparedness compared to traditional preparation methods. Anxiety levels were assessed using a standardized and widely used questionnaire (the State-Trait Anxiety Inventory), along with additional self-reported measures of emotional readiness.

Participants in the study were medical students preparing for their first cadaver dissection experience. They were divided into two groups. One group used the 360° VR application as part of their preparation, while the other group received standard preparation, which typically included conventional orientation to the anatomy laboratory. This allowed for a direct comparison between the new technology-based approach and existing teaching practices.

The study followed students over time, collecting data at multiple stages, including before their first dissection session, during the early dissection experience, and after further exposure to the anatomy course. This longitudinal approach made it possible to evaluate not only the immediate effects of the VR intervention but also its impact during the actual dissection experience.

The main outcomes of the study were students' levels of anxiety and their self-reported emotional preparedness. By comparing these outcomes between the two groups, the study aimed to determine whether the VR application was effective in reducing stress and improving students' readiness for this important educational experience.

The findings of this study are expected to contribute to the growing field of technology-enhanced medical education. If effective, the use of 360° VR could offer a practical and scalable way to support students as they transition into hands-on learning environments. This approach may help create a more positive and supportive introduction to cadaver-based anatomy education, ultimately enhancing both student well-being and learning outcomes.

• Study Type: Interventional
• Enrollment (Actual): 43
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Qatar
  • Doha, Qatar
    • Weill Cornell Medicine in Qatar

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• First-year medical students at Weill Cornell Medicine-Qatar for the 2025-26 academic year
• Participants must be aged 18 years or older.

Exclusion Criteria:

• Students who decline the invitation to participate in the study.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Supportive Care
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: 360° Virtual reality Dissection Preparation; Participants in this group received access to a 360° video-based virtual reality application designed to prepare them for their first cadaver dissection. The VR experience allowed students to explore the anatomy laboratory environment and observe the dissection process prior to their initial session. This intervention was provided in addition to the standard preparation activities. Outcomes included measures of anxiety and self-reported emotional preparedness assessed before and during the dissection experience.	Behavioral: A 360° video-based virtual reality application; A 360° video-based virtual reality application providing immersive, real-world simulation of the anatomy laboratory environment and cadaver dissection process for pre-dissection orientation
Active Comparator: Standard Anatomy Laboratory Preparation; Participants in this group received the usual preparation for their first cadaver dissection, which included traditional orientation to the anatomy laboratory and standard instructional materials, without exposure to the VR application. Outcomes included measures of anxiety and self-reported emotional preparedness assessed at the same time points as the intervention group.	Behavioral: A 360° video-based virtual reality application; A 360° video-based virtual reality application providing immersive, real-world simulation of the anatomy laboratory environment and cadaver dissection process for pre-dissection orientation

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Change in state anxiety levels measured using the State-Trait Anxiety Inventory (STAI-State) from baseline to prior to first cadaver dissection	State-Trait Anxiety Inventory was used to measure level of anxiety. The instrument contains 40 items measuring two related yet distinct anxiety dimensions: State Anxiety (SA) and Trait Anxiety (TA). Each dimension comprises 20 items that generate separate numerical scores. Both SA and TA scores range from 20 to 80, with higher values indicating elevated anxiety levels.	From baseline (prior to intervention) to immediately post-intervention (after completion of the 360° VR experience for the intervention group and equivalent time point for the control group)

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Change in state anxiety levels measured using the State-Trait Anxiety Inventory (STAI-State) across multiple time points (baseline, post-intervention, and post-dissection)	State-Trait Anxiety Inventory was used to measure level of anxiety. The instrument contains 40 items measuring two related yet distinct anxiety dimensions: State Anxiety (SA) and Trait Anxiety (TA). Each dimension comprises 20 items that generate separate numerical scores. Both SA and TA scores range from 20 to 80, with higher values indicating elevated anxiety levels.	From baseline (pre-intervention) to immediately post-intervention, immediately after the first cadaver dissection session, and 7 days after the start of dissection sessions

Collaborators and Investigators

• Sponsor: Weill Cornell Medical College in Qatar
• Investigators: Principal Investigator: Mange Festo Manyama, Doctor of Medicine, Weill Cornell Medicine in Qatar

Study record dates

Study Major Dates

• Study Start (Actual): August 12, 2025
• Primary Completion (Actual): August 28, 2025
• Study Completion (Actual): August 28, 2025

Study Registration Dates

• First Submitted: April 2, 2026
• First Submitted That Met QC Criteria: April 2, 2026
• First Posted (Actual): April 9, 2026

Study Record Updates

• Last Update Posted (Actual): April 9, 2026
• Last Update Submitted That Met QC Criteria: April 2, 2026
• Last Verified: April 1, 2026

More Information

Terms related to this study

• Keywords: Anxiety; Virtual Reality; Anatomy; Dissection; Educational technology
• Additional Relevant MeSH Terms: Mental Disorders; Anxiety Disorders
• Other Study ID Numbers: 25-00015

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: YES
• IPD Plan Description: De-identified individual participant data underlying the reported results will be shared. This will include participants' responses to the State-Trait Anxiety Inventory across all study time points (baseline, post-intervention, post-dissection, and follow-up). Relevant demographic variables (e.g., gender) necessary to interpret the findings will also be included. All data will be fully anonymized, with any personally identifiable information removed prior to sharing.
• IPD Sharing Time Frame: Data will be available beginning 12 months after publication and will remain available for 3 years

IPD Sharing Access Criteria

De-identified individual participant data and supporting documentation (including the study protocol and data description document) will be made available to qualified researchers upon reasonable request. Access will be granted to researchers with a methodologically sound proposal for academic or scientific purposes. Requests should be directed to the corresponding investigator and will be reviewed by the research team.

Data will be shared through secure means (e.g., encrypted email or institutional data-sharing platforms) following approval of the request. A data use agreement may be required to ensure appropriate use of the data and protection of participant confidentiality.

• IPD Sharing Supporting Information Type: STUDY_PROTOCOL; ICF

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No