Background: Traditional anatomy education has long relied on textbooks, two-dimensional atlases, and cadaveric dissection as its principal pedagogical tools. The introduction of three-dimensional (3D) visualization technologies, including stereoscopic anatomical software, augmented reality (AR), and virtual reality (VR) modules, has reshaped the educational landscape and offered novel ways for medical students to perceive complex spatial relationships. Aim: The present study aimed to evaluate the impact of 3D visualization technology on the cognitive, practical, and affective learning outcomes of first-year medical students in human anatomy and to compare it with conventional teaching methods. Materials and Methods: A prospective, quasi-experimental study was conducted in the South India, between August 2013 and February 2014. One hundred and twenty (n=120) first-year MBBS students were randomly assigned to two groups: the 3D visualization group (n=60), which received instruction using a commercial 3D anatomy platform, and the conventional group (n=60), which used standard didactic lectures, atlases, and cadaveric demonstrations. Three regional anatomy modules — head and neck, thorax, and pelvis — were taught over 12 weeks. Outcomes were evaluated using pre-test, immediate post-test, delayed post-test (after four weeks), an Objective Structured Practical Examination (OSPE), and a structured perception questionnaire.

3D visualization; Anatomy education; Medical students; Augmented reality; Cadaveric dissection; Learning outcomes; Educational technology