Purpose
Anatomy is foundational to medical education, and tutoring is critical in supporting student success. Virtual reality (VR) is an innovative tool in anatomy education, yet questions remain about its effectiveness compared to traditional cadaver-based learning. This study explores the delivery of VR and cadaveric-based tutoring by student tutors, assessing impact on performance and perception in a structured anatomy course.

Methods
Participants were post-baccalaureate, pre-graduate healthcare students enrolled in a 9-month biomedical sciences master’s program. Using a crossover design, students were randomly assigned to begin with either VR or cadaver-based tutoring during the first monthly block, then switched modalities in subsequent blocks. Tutoring sessions were aligned with anatomy course content and delivered weekly by first-year medical students with prior anatomy training. Surveys assessing confidence, perceived helpfulness, and enjoyment were completed at baseline and after each of the four monthly blocks. Performance was measured through written and practical exams embedded in the course. Descriptive statistics and linear modeling were used to evaluate differences across conditions.

Results
Eighteen students completed the study. Academic performance was similar across both modalities, with no statistically significant differences in written or practical exam scores. Students rated VR as more helpful than cadaver-based tutoring at one timepoint (p=0.0035), while confidence tended to favor cadaver sessions. Enjoyment ratings varied without a consistent preference.

Conclusion
While limited by a small sample size, this study suggests the difference between cadaver and VR-based tutoring in both performance and student perception may be modest. Educators can feel confident implementing either or both approaches based on the needs and constraints of their educational setting. A dual-modality approach may expand access without compromising quality.