Human Anatomy represents a fundamental component of health sciences education, traditionally grounded in cadaver-based teaching. However, pedagogical and technological advancements have driven the incorporation of alternative instructional resources, highlighting the need for evidence regarding their effectiveness in student performance. This study aimed to analyze the performance of Physiotherapy students when exposed to different teaching resources in practical Human Anatomy assessments. An experimental, quantitative, and analytical study was conducted with 30 undergraduate students from a public state university. Five types of instructional resources were compared: cadaveric specimens, synthetic models, student-constructed models, three-dimensional software, and photocopied images, distributed across rotating stations. Student performance was assessed through the identification of anatomical structures, and scores were categorized into performance levels. The findings demonstrated a predominance of high achievement, with 60.0% of students classified as excellent and 33.3% as satisfactory. Interactive and three-dimensional resources, particularly digital software and student-constructed models, were more highly valued, whereas bidimensional materials showed high rejection rates. These results suggest that the integration of multiple instructional resources, combined with active methodologies and structured assessment, enhances meaningful learning and academic performance in Anatomy. Therefore, hybrid pedagogical strategies emerge as effective approaches for optimizing teaching and learning processes in health education.
