Evaluation of virtual reality versus plastinated specimens in musculoskeletal anatomy education for second year medical students

There are diversified methods for human anatomy teaching lined with curricular matrices of the biomedical field. This research identified the effect of human anatomy resources teaching on cognitive performance, motivation in medical undergraduate. Students were allocated in a virtual reality group and a plastinated specimens’ group. Cognitive performance and motivation were measured before and after training of human anatomy skills focused on musculoskeletal system. No statistically significant differences were observed between the groups in cognitive performance scores or confidence in assigning responses to test items (p > 0.05). However, intra-group analysis revealed notable improvements in both metrics after the intervention. These findings demonstrate that both plastinated specimens and immersive technologies are effective tools for enhancing learning in anatomy education. The results highlight the value of methodological diversity and support the integration of innovative, ethically grounded approaches in the context of teaching human anatomy focused on musculoskeletal muscles.