Impact of Peer-Led Donor Videos on Gross Anatomy Medical Education

Gross anatomy remains a challenging yet essential component of medical education, necessitating innovative teaching strategies to enhance learner engagement and understanding. This study investigates the impact of peer-led donor videos on medical students' learning outcomes in a gross anatomy course, hypothesizing that such videos could improve both academic performance and student engagement. This study utilized a cohort comparison design involving two successive classes in the Endocrine and Reproductive Systems course. The intervention group was provided with access to peer-led donor videos before lab sessions, while the control group received standard preparatory materials. Practical exam scores were compared between cohorts, alongside analysis of video usage data and student survey responses regarding the perceived efficacy and usability of the videos. The intervention cohort demonstrated significantly better performance in practical exams, particularly in sections directly related to video content. High engagement with the videos was observed, particularly prior to practical exams and lab sessions. Survey responses indicated a substantial increase in students' confidence and a reduction in anxiety, with a strong preference for the continued use of such videos in the curriculum. These results support the integration of peer-led video resources into anatomy education, suggesting that such tools can effectively complement traditional teaching methods and address the diverse needs of medical students.

The online version contains supplementary material available at 10.1007/s40670-025-02481-x.