LAUSR

Three‐dimensional virtual technology (3DVT) educational tools and peer‐tutoring have proven to be effective teaching strategies in improving student learning outcomes. The purpose of this study was threefold: (1) compare the anatomy academic performance between underrepresented minority (URM) and non‐minority (non‐URM) students, (2) compare the voluntary use of 3DVT dissection videos and peer‐mentoring between these two cohorts, and (3) estimate the association between the use of these teaching strategies on anatomy examinations and course grades at a school of physical therapy. Three‐dimensional virtual technology narrated dissection videos and peer‐mentoring were made available to all students. Time accessing the video and attending peer‐mentoring sessions was measured throughout the course for all students. Three practical and four written examinations and the final course grade were calculated. Numerous one‐way ANOVAs were used to compare examination/course grades between student cohorts (URM and non‐URM) and usage of the two educational strategies (3DVT and peer‐mentoring). Multiple linear regressions were performed with teaching strategies as predictors and grades as outcomes. Underrepresented minority students demonstrated significantly lower practical examination scores (P = 0.04), lower final course grades (P = 0.01), and a greater use of mentorship hours (P = 0.001) compared to non‐URM. The regression models with both predictors (3DVT and peer‐mentoring) combined demonstrated the greatest association with grades for both URM and non‐URM. For both groups of students, the association between predictors and practical examination scores, although fair, was not statistically significant. Peer‐mentoring seems to be the most effective teaching strategy in helping URM students succeed in anatomy.