Comparison between digital and physical anatomical specimens in a formative near‐peer OSPE : Performance and perceptions in first‐year medical students

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.