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

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.

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.

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.

Data will be available beginning 12 months after publication and will remain available for 3 years

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.