Virtual Reality in the Medverse: A Randomized Controlled Trial for Remote Anatomy Education (Preprint)

BACKGROUND Traditional anatomy teaching relies on cadaveric dissection and 2D resources, which often require in-person attendance and may limit spatial understanding. Virtual reality (VR) provides an immersive, remote alternative that supports three-dimensional visualization from home. OBJECTIVE This randomized controlled trial compares remote synchronized VR with passive animation for the teaching of tracheostomy anatomy. METHODS Participants attended an online lecture delivered by a consultant surgeon before being randomized to receive either a VR demonstration within the Medverse platform or a 10-minute animation. Confidence and anatomical understanding were assessed using 5-point Likert scales, and knowledge was measured with a 10-item multiple-choice test administered pre- and post-intervention. Within-group changes were analyzed using the Wilcoxon signed-rank test and between-group differences using the Mann–Whitney U test. RESULTS Twenty-four medical students from 11 UK and Irish medical schools participated; 92% reported no prior tracheostomy anatomy teaching. Anatomical confidence improved significantly in the VR group compared with animation (mean change 1.58 ± 1.00 vs 0.50 ± 0.80, P = 0.012). Knowledge scores improved significantly in both groups (VR: +1.75 ± 1.54, P = 0.007; Animation: +2.83 ± 1.70, P = 0.003), with no significant post-intervention difference between groups (p > 0.46). VR participants reported significantly superior spatial understanding across all measured domains (all P ≤ 0.009). CONCLUSIONS Remote VR teaching is feasible, engaging, and enhances spatial understanding relative to animation. While knowledge gains were comparable between modalities, VR improved learner confidence and perceived three-dimensional comprehension. VR may represent a scalable adjunct or alternative to traditional anatomy teaching.