Background: With the growing number of Medical Colleges in the country, proclaiming cadavers for dissection-based teaching in the Department of Anatomy has been a difficult task in recent years. The students in the first year not only learn Human Anatomy but also learn to empathize, without which being a doctor becomes the hollow experience. But today__ampersandsignrsquo;s generation is computer savvy and they are adjusted to learn online. But is it possible to learn Human Anatomy only by application-based simulation or the traditional cadaver-based teaching is also needed? This study puts in a sincere effort to find the answer. Methods: 150 students were selected in the Department of Anatomy, JNUIMSRC, Jaipur. They were divided into two groups by the lottery method. One group underwent cadaver-based learning for 5 classes each of gross anatomy and surface marking. At the end of the session, the perception of the students was asked in the form of a Likert__ampersandsignrsquo;s scale followed by Multiple choice question (MCQ) based question and Objective structural pattern examination( OSPE) examination. Results: The perception score was better in the application-based Animation based teaching group. The MCQ score was better in the application-based Animation based teaching group. ?__ampersandsignemsp;The OSPE score was better in the cadaver-based teaching group. After 30 days. The MCQ score was better in the application-based Animation based teaching group. ?__ampersandsignemsp;The OSPE score was better in the cadaver-based teaching group. Conclusion: Cadaver-based teaching is better for practical understanding and Animation based teaching can be used only as an adjuvant for cadaver-based teaching.