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Comparison between Digital and Physical Anatomical Specimens in a Formative Near-Peer OSPE: Performance and Perceptions in First-Year Medical Students

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Title: Comparison between Digital and Physical Anatomical Specimens in a Formative Near-Peer OSPE: Performance and Perceptions in First-Year Medical Students
Language: English
Authors: Andreas Grøndalen, Hanne Dahl Vonen, Sabina Sagredo-Thackwell, Melanie Rae Simpson, Claudia Krebs (ORCID 0000-0001-8034-2796), Michel van Schaardenburgh (ORCID 0000-0003-2600-2154)
Source: Anatomical Sciences Education. 2026 19(4):573-586.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Medical Students, Anatomy, Technology Uses in Education, Computer Simulation, Human Body, Donors, College Freshmen, Peer Evaluation, Formative Evaluation, Computer Assisted Testing, Summative Evaluation
DOI: 10.1002/ase.70187
ISSN: 1935-9772
1935-9780
Abstract: Growing medical school enrolments and limited resources challenge anatomy departments to deliver high-quality assessments, such as Objective Structured Practical Examinations (OSPEs). While OSPEs are reliable, they often increase student anxiety. Formative, peer-assisted OSPEs may mitigate this and enhance learning. Advances in digital anatomy, particularly high-fidelity 3D specimens, offer scalable alternatives to traditional prosections; yet, few studies compare digital and physical specimens in formative OSPEs led by near-peer assessors. This study examines first-year medical students' engagement with a near-peer, formative OSPE-style anatomy assessment using both modalities. In this mixed-methods study, students were assessed on knee anatomy using digital 3D specimens and shoulder anatomy using physical specimens, or vice versa. Quantitative data were analyzed using linear mixed-effects regression; qualitative data from postassessment surveys underwent thematic analysis. Students reported reduced stress, improved understanding of OSPE format, and identification of knowledge gaps. Nearly half were comfortable using digital specimens in future summative assessments, and all supported near-peer formative OSPEs. Performance was strong: Group 1 scored 8.3 (95% CI 8.1-8.5) and Group 2 scored 7.6 (95% CI 7.3-7.9). Scores across modalities were moderately correlated (r = 0.55) with no significant difference (95% CI -0.34 to 0.17). Modality effects varied by region: digital specimens favored the knee (mean difference = 0.56), physical specimens favored the shoulder (mean difference = -0.68). Near-peer, formative OSPE-style assessments using digital and physical specimens were well received. Comparable performance and positive feedback support digital anatomy platforms as valid, scalable tools in medical education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502869
Database: ERIC
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  Data: Comparison between Digital and Physical Anatomical Specimens in a Formative Near-Peer OSPE: Performance and Perceptions in First-Year Medical Students
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  Data: <searchLink fieldCode="AR" term="%22Andreas+Grøndalen%22">Andreas Grøndalen</searchLink><br /><searchLink fieldCode="AR" term="%22Hanne+Dahl+Vonen%22">Hanne Dahl Vonen</searchLink><br /><searchLink fieldCode="AR" term="%22Sabina+Sagredo-Thackwell%22">Sabina Sagredo-Thackwell</searchLink><br /><searchLink fieldCode="AR" term="%22Melanie+Rae+Simpson%22">Melanie Rae Simpson</searchLink><br /><searchLink fieldCode="AR" term="%22Claudia+Krebs%22">Claudia Krebs</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8034-2796">0000-0001-8034-2796</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michel+van+Schaardenburgh%22">Michel van Schaardenburgh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2600-2154">0000-0003-2600-2154</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Anatomical+Sciences+Education%22"><i>Anatomical Sciences Education</i></searchLink>. 2026 19(4):573-586.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Anatomy%22">Anatomy</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Body%22">Human Body</searchLink><br /><searchLink fieldCode="DE" term="%22Donors%22">Donors</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Summative+Evaluation%22">Summative Evaluation</searchLink>
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  Data: 10.1002/ase.70187
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  Data: 1935-9772<br />1935-9780
– Name: Abstract
  Label: Abstract
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  Data: Growing medical school enrolments and limited resources challenge anatomy departments to deliver high-quality assessments, such as Objective Structured Practical Examinations (OSPEs). While OSPEs are reliable, they often increase student anxiety. Formative, peer-assisted OSPEs may mitigate this and enhance learning. Advances in digital anatomy, particularly high-fidelity 3D specimens, offer scalable alternatives to traditional prosections; yet, few studies compare digital and physical specimens in formative OSPEs led by near-peer assessors. This study examines first-year medical students' engagement with a near-peer, formative OSPE-style anatomy assessment using both modalities. In this mixed-methods study, students were assessed on knee anatomy using digital 3D specimens and shoulder anatomy using physical specimens, or vice versa. Quantitative data were analyzed using linear mixed-effects regression; qualitative data from postassessment surveys underwent thematic analysis. Students reported reduced stress, improved understanding of OSPE format, and identification of knowledge gaps. Nearly half were comfortable using digital specimens in future summative assessments, and all supported near-peer formative OSPEs. Performance was strong: Group 1 scored 8.3 (95% CI 8.1-8.5) and Group 2 scored 7.6 (95% CI 7.3-7.9). Scores across modalities were moderately correlated (r = 0.55) with no significant difference (95% CI -0.34 to 0.17). Modality effects varied by region: digital specimens favored the knee (mean difference = 0.56), physical specimens favored the shoulder (mean difference = -0.68). Near-peer, formative OSPE-style assessments using digital and physical specimens were well received. Comparable performance and positive feedback support digital anatomy platforms as valid, scalable tools in medical education.
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  Data: 2026
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