The purpose of the study is to evaluate the impact of virtual reality (VR) model for pelvic floor anatomy on users' educational level and experience.

Virtual reality (VR) has gained significant attention as an educational tool in various fields, including science and health education. Its capacity to create immersive, interactive environments allows students to explore complex, three-dimensional structures, enhancing visualization and understanding of abstract or intricate concepts. VR can bridge gaps in traditional education by offering experiences that are otherwise challenging to replicate in conventional classroom settings, such as real-time manipulation of anatomical models.

In health sciences, VR is particularly valuable for anatomy education. Studies have shown that VR's interactive and immersive nature fosters deeper comprehension, especially in understanding spatial relationships within anatomical structures. A VR model for pelvic floor anatomy could therefore serve as a powerful tool, allowing users to engage in a hands-on learning experience that enhances knowledge retention and user satisfaction.

Research indicates that VR may improve educational outcomes not only through knowledge acquisition but also by stimulating students' motivation and positive attitudes toward learning. A recent study has found that VR helped students develop problem-solving and visualization skills, which are crucial for disciplines requiring spatial awareness, such as anatomy. However, while VR shows promise, questions remain about its effectiveness compared to traditional educational methods, especially in specialized fields like pelvic floor anatomy.

Inclusion Criteria:

• Physical therapy undergraduate, graduate, and postgraduate students, as well as professionals.
• Participants must be physically able to wear and interact with a VR headset

Exclusion Criteria:

• Lack of Anatomy Background.
• Prior Extensive VR Experience in Anatomy.
• Severe Motion Sickness or Visual Disorders.