The theory test consisted of 18 multiple-choice questions, and the identification test consisted of 25 fill-in-the-blank questions. All students completed the pre- and post-intervention tests, which comprised a theory test and an identification test. Anatomical structures were taught through an introductory lecture and model-based learning. MethodsĪ mixed-methods study with 73 medical students was conducted with three different groups, namely, the VR group ( N = 25), cadaver group ( N = 25) and atlas group ( N = 23). The aim of this study was to compare the results of teaching with VR to results of teaching with traditional teaching methods by administering objective questionnaires and perception surveys. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. However, although digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, which result in major increases in user satisfaction.