Implementation and Comparative Outcomes of Near-Peer Tutoring in Virtual Reality and Cadaveric Environment

Abstract

Background: Cadaveric dissection remains foundational in anatomy education, while virtual reality (VR) has emerged as a potential complementary or alternative modality. This randomized, curriculum-embedded modified AB/BA crossover study evaluated VR-based versus cadaver-based anatomy tutoring among post-baccalaureate students enrolled in a healthcare master’s program. Methods: Participants completed four weeks of tutoring using one modality followed by four weeks using the alternate modality. Outcomes included embedded written examination scores, cadaver-based practical examination scores, final course grades, and learner perceptions measured through pre-, mid-, and post-intervention surveys. Eighteen students completed the full study. Results: No significant differences were observed between VR-based and cadaver-based tutoring for written examinations, practical examinations, or final course grades (all p > 0.05). Learners rated VR-based tutoring as significantly more helpful at the first and second post-intervention timepoints (p < 0.0001 and p = 0.0020). Confidence was comparable between modalities, while enjoyment was higher for the cadaver lab at the second post-intervention timepoint (p = 0.0120). Conclusions: No statistically significant differences in short-term anatomy learning outcomes were detected between VR-based and cadaver-based near-peer tutoring within a cadaver-based curriculum, and both modalities were successfully delivered by student tutors. While the small sample size limits definitive conclusions, either modality, or a combination of both, may represent a feasible supplemental instruction tool based on institutional resources, space, donor availability, and learner needs without significantly compromising the student experience.