Introduction:  The integration of simulation technologies in medical education represents a cutting-edge approach to enhancing learning experiences. Among these innovations, the virtual dissection table stands out as a significant advancement in anatomical instruction. This study was aimed at exploring medical students’ perceptions regarding the effect of virtual dissection tables on their anatomy learning process.
Materials & Methods: This study employed a descriptive cross-sectional design and was conducted in 2024 at Ilam University of Medical Sciences. A total of 111 medical students participated, utilizing a virtual dissection table alongside traditional instructional methods in thoracic anatomical practical sessions. The study aimed to assess the attitude of students toward the virtual dissection table, focusing on its general utility, technical capabilities, and comparison with conventional educational approaches. A researcher-designed questionnaire collected the data, which SPSS V.22 analyzed.
Results: The majority of students found the virtual dissection table beneficial for active learning (80.1%), concentration (64.8%), anatomical knowledge and practical skills (83.3%), and cost-time efficiency (56.7%). Key features like cross-sectional imaging (86.5%), image continuity (89.2%), and body rotation (78.3%) enhanced understanding of anatomical structures and clinical applications. Most students (92.8%) supported its integration with traditional methods, with 61.1% favoring it over cadaveric dissection and 70.4% over other digital platforms. Overall, 76.6% considered it a superior educational tool.
Conclusion: From the students’ perspective, the virtual dissection table serves as a highly beneficial tool for anatomy education. However, further studies are required to evaluate its long-term efficacy and optimize its integration into traditional teaching methodologies.