目的 针对头部解剖标本稀缺，操作空间受限，实操难度大的教学痛点，将自主研发的头部解剖虚拟仿真实验软件应用于局部解剖学实验教学，探讨其创新教学应用成效。方法 依托具有自主知识产权的头部解剖虚拟仿真实验教学软件，以首都医科大学2023级“5+3”临床专业本科班60名学生作为研究对象，通过第二课堂形式开展教学实践。采用对照研究设计，对照组采用单一BOPPPS教学模式，实验组采用虚拟仿真实验联合BOPPPS教学模式。通过解剖结构图片辨识、解剖实操综合应用、实操效率把控3项核心能力测评及问卷调查，综合评价头部解剖虚拟仿真实验在局部解剖学实验教学中的应用效果。结果 实验组学生的解剖结构图片辨识、解剖实操综合应用及实操效率把控能力得分均高于对照组，问卷调查显示，学生对头部解剖虚拟仿真实验在教学中的实践效果认可度高。结论 将头部解剖虚拟仿真实验应用于局部解剖学实验教学，可有效弥补传统解剖教学的不足，凸显学生主体地位，激发学习兴趣与积极性，拓宽头部解剖学习的深度与广度，有利于学生解剖实操综合能力、自主学习能力与临床思维的培养，在局部解剖智能化实验教学中具有良好的推广应用价值。

Objective To address the teaching challenges in head anatomy, including the scarcity of cadaveric specimens, limited operative space, and high procedural difficulty, we applied a self-developed virtual simulation experimental software for head anatomy to regional anatomy experimental teaching and evaluated its innovative teaching effectiveness. Methods Using our self-developed head anatomy virtual simulation teaching software, we implemented a teaching intervention through extracurricular second-classroom activities with 60 undergraduate students from the 2023 cohort of the “5+3” integrated clinical medicine program at Capital Medical University. A controlled comparative design was adopted. The control group received the BOPPPS teaching model alone, while the experimental group received a combination of the virtual simulation experiment and the BOPPPS model. The educational outcomes were comprehensively assessed through three core competency evaluations, namely anatomical structure image identification, comprehensive dissection application, and practical operation efficiency, supplemented by a questionnaire survey. Results The experimental group outperformed the control group on all three competency measures, with significantly higher scores in anatomical structure image identification, comprehensive dissection application, and practical operation efficiency. Questionnaire responses demonstrated a high level of student approval of the practical effectiveness of the virtual simulation experiment in head anatomy teaching. Conclusion Incorporating the head anatomy virtual simulation experiment into regional anatomy teaching effectively compensates for the limitations of traditional cadaver dissection. It reinforces the student-centered teaching model, enhances students’ learning interest and initiative, and expands the depth and breadth of head anatomy learning. This teaching approach promotes the cultivation of students’ comprehensive practical anatomical skills, autonomous learning competence and clinical reasoning skills, and presents promising prospects for popularization in intelligent laboratory teaching of regional anatomy.