IntroductionThe pelvic floor and perineum are difficult regions to visualize with most educational tools. Cadaveric dissection of this region is cumbersome due to limited accessibility and ambiguity of structures, and presents challenges with teaching spatial orientation. Supplemental learning material such as two‐dimensional anatomical illustrations often lack the ability to demonstrate spatial depth and complex relationships of the pelvis and perineum. We developed 3D virtual models to teach this spatially complex region in a didactic session on pelvic and perineal anatomy.AimThis study explored the efficacy of 3D virtual models as a supplementary teaching tool for pelvic floor and perineum.MethodsTwo review sessions were provided to a total of 37 first year medical students. The content of the lesson was initially presented in a traditional lecture format alongside 2D illustrations and schematics. Immediately following the lecture portion, 3D models of each region of interest were presented to students using 3D4Medical Complete Anatomy application.Prior to the session, students (n=31) completed a modified Likert scale (1–5) survey on their familiarity with pelvic musculature, perineal fasciae and spaces, and the course of the pudendal nerve. After the session, students (n=37) completed a similar survey reviewing their confidence in pelvic musculature, perineal fasciae and spaces, and the course of the pudendal nerve. Relative frequencies for each question have been reported as a percentage, with a score of 3 considered neutral.ResultsOf the students who responded to the pre‐session survey (n=31), 6.5% reported being familiar (a score of 4 or 5) with the muscles of the pelvic floor, 9.7% reported being familiar with the perineal fasciae and spaces, and 12.9% reported being familiar with the course of the pudendal nerve.Responses to the post‐session survey (n=37), revealed that 91.9% of students reported improved confidence (a score of 4 or 5) in their understanding of pelvic floor musculature and perineal fasciae and spaces. While, 83.8% reported improved confidence in their understanding of the pudendal nerve course.ConclusionThe use of 3D models, as a supplement to existing course content, is an effective method for improving student confidence in pelvic floor and perineum anatomy. Our results suggest that the combination of 3D virtual models and didactic knowledge transmission, facilitates the learning of pelvic floor and perineal regions.