Objective: Traditional anatomy education (TAE) traditionally relies on hands-on experiences with cadavers and materials for three-dimensional comprehension, a facet often lacking in distance anatomy education (DAE). With the paradigm shift brought on by the COVID-19 pandemic, necessitating the transition of in-person training to remote modalities, this study aims to assess students' perceptions of the effectiveness of DAE and proposes strategies to enhance its efficacy in future implementations. Methods: A survey instrument, administered to first-year students of the MBBS during the 2019–2020 academic year, comprised demographic information and voluntary consent, alongside sections soliciting suggestions for DAE improvement and comparisons with other basic medical science courses in distance education. Utilizing a Likert scale (1=strongly disagree to 5=strongly agree), the questionnaire was disseminated through Google Forms for online completion. Results: Majority(82.4%) of respondents expressed disagreement or strong disagreement with the statement "DAE is more efficient than TAE." While 58.6% conveyed dissatisfaction with theoretical education in DAE, this figure increased to 79.9% concerning practical education. The findings underscore a perceived inefficiency of DAE, particularly in the context of practical lessons, compared to TAE. Conclusion: The study concludes that the efficiency of DAE, particularly in practical lessons, is perceived to be inferior to TAE. Addressing this disparity requires future efforts to design an innovative syllabus tailored to the distinctive demands of DAE, thereby positioning it as a robust alternative to traditional in-person methods.