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Background: The dynamic landscape of medical education demands innovative teaching methods. This study introduces virtual reality (VR) technology to anatomy courses at Qatar University, aiming to assess students' receptiveness to virtual anatomy dissection and its potential transformative impact., Methods: The study utilized a comprehensive survey and the 3D-Organon VR anatomy software to explore students' perceptions and acceptance of VR in comparison with traditional anatomy learning tools during practical sessions. Fisher's exact test for independence was performed to gauge shifts in students' attitudes and preferences towards different educational modalities., Results: The findings reveal a generally positive reception towards VR, with many students indicating a preference for VR over traditional methods. The study noted significant improvements in understanding and memorization attributed to the use of VR. Exposure to a variety of educational modalities led to notable shifts in student perceptions, particularly an increase in positive perceptions regarding the understanding of anatomy lectures and a heightened preference for VR as a learning method., Conclusions: The study underscores the evolving and adaptable attitudes of students towards VR, emphasizing the significant role that diverse learning experiences play in shaping their receptiveness. It provides valuable insights into how medical education can be reshaped through a blended approach that integrates technological innovation with traditional learning methods. These findings advocate for the strategic incorporation of VR in anatomy courses to enhance learning outcomes., Competing Interests: Declarations. Ethics approval and consent to participate: Participants for this study have been drawn from Year-1 to Year-4 students in the CMED enrolled in anatomy lab courses at Qatar University in the academic year of 2023/2024. All students have been requested to voluntarily participate in this study after reading and signing a consent form approved by iRB committee at Qatar University (No. 1844-EA/23). A copy of the approved consent form has been uploaded as “Related files” in our submission. Consent for publication: I, Sami Zaqout as the corresponding author, hereby give my consent for the publication of the manuscript titled “Exploring Student Perceptions on Virtual Reality in Anatomy Education: Insights on Enjoyment, Effectiveness, and Preferences” in BMC Medical Education. I confirm that all co-authors have read and approved the final version of the manuscript and have agreed to its submission for publication. Furthermore, I assure that the content of the manuscript has not been previously published and is not currently under consideration for publication elsewhere. Clinical trial number: Not applicable. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)