Virtual Reality (VR) is an emerging technology that offers potential applications in medical education. The comparative effectiveness between VR and cadaver tutoring methods is poorly understood. This study aims to gain an understanding of anatomical knowledge acquisition and perceptions of anatomical knowledge by pre- medical graduate students utilizing VR versus cadaver-based tutoring. We hypothesized that students who participated in VR tutoring sessions would not experience diminished performance on cadaver anatomy lab practical or written exams as compared to students who participated in cadaver lab sessions. Two groups of 18 pre-medical post baccalaureate master-level students enrolled in two sequential sections of anatomy content (head and neuroanatomy). Sessions were randomly assigned to VR or cadaver tutoring. At the conclusion of the four weeks, student cohorts switched tutoring methods. Three surveys were administered: pre, at the end of initial four weeks, and the end of second four weeks. At the completion of each fourweek period, students took anatomy practical and written examinations as part of their enrolled coursework. Preliminary data indicate that more students believed their anatomy learning experience was enhanced through cadaver lab tutoring as compared to VR. Data is currently being analyzed. Actionable data outcomes would be indicated by enhancements in memory retention, improved examination grades, improved economic feasibility, and students’ learning satisfaction. Future directions may include exploring a system-based anatomical approach and potential effectiveness of VR basedlearning as well as VR learning as a prelude to cadaver lab learning.
