Bridging Tradition and Technology: A Two-Year Journey Towards VR-Enhanced Education for First-Year Biomedical Sciences Students at the University of Oxford

Recent advances in virtual reality (VR) are changing how students learn human anatomy by providing an interactive digital environment. At Oxford University, we have progressively incorporated these tools into the Year-1 Biomedical Sciences (BMS) program through a hybrid teaching model that combines VR with Dissection Room (DR) stations using prosected specimens. Building on our 2023/2024 pilot study, which evaluated how VR-enhanced learning can complement traditional methods in studying cardiovascular and respiratory anatomy, the 2024/2025 follow-up with a new cohort additionally included the renal and gastrointestinal systems alongside the cardiovascular and respiratory systems, to further assess the educational value of VR. In 2024/2025, Year-1 BMS students participated in four anatomy practical sessions, each featuring 3-4 instructor-led DR stations and a self-directed VR station. Based on feedback from the 2023/2024 pilot, several refinements were implemented: additional VR headsets, more time allocated for VR station, and each VR headset were casted to a monitor, enabling collaborative peer learning and instructor observations of what students were exploring, to provide timely guidance as required. Data were collected from post-session surveys, including Likert-scale and open-ended questions, and analysed using two-tailed MannWhitney U tests and thematic analysis. Preliminary findings indicated consistently positive student responses. Across the 2024/2025 sessions, students reported enhanced ability to identify anatomical structures, collaboration with peers, and reduced ergonomic difficulties associated with VR. Qualitative feedback highlighted VR’s accessibility, complementarity with traditional methods, and its potential to foster teamwork and reflective practice. Quantitative analysis of the respiratory session showed significantly greater interest and motivation (p=0.010), understanding of anatomy (p=0.047), and self-directed learning (p=0.002) in the 2024/2025 cohort compared to the previous year, validating the impact of the implemented refinements. Thematic analysis further confirmed a strong preference for a hybrid VR-DR learning model. The cumulative findings have led the integration of VR into the BMS curriculum from 2025/2026. By extending the pilot’s scope, this study demonstrates that a hybrid VR-DR model can be effectively scaled across multiple organ systems, enhancing learning outcomes, collaboration, and accessibility. These insights highlight the value of digital integration in anatomy teaching and offer broader implications for advancing medical and BMS education. This study involved the collection and analysis of anonymised student feedback as part of a regular evaluation of anatomy teaching methods. As per University of Oxford guidelines, formal ethics approval was not required. No cadaveric, animal, or personally identifiable data were collected.