Background: Identifying the learning styles of anatomy in students is one of the most important considerations for applied anatomy education. During the last decades, the methods for teaching anatomy have undergone extensive changes in the entire the world. For example, the systemic approach in anatomical education has replaced the regional approach for better educational outcome. In this study, the traditional lecturing method and the modern problem-based learning (PBL) method were compared.Materials and methods: This descriptive analytical study was conducted on 142 medical students, 51 male and 91 female, at the Sabzevar University of Medical Sciences. After explaining the learning styles, general anatomy was taught using the conventional method (lectures) or PBL method to small groups of students (n=6). Data was collected using a questionnaire consisting of check lists to assess the students’ views and attitude.Results: The average age of the students was 19.75±1.40 years in males and 19.25±1.36 years in females. There was a significant difference between selection of anatomical education (PBL and lectures) as the first priority and gender (p<0.01). On the other hand, there was no significant difference between audiovisual learning methods and any of the two teaching styles.Integrated teaching style (including both lectures and PBL method) was rated better by students than either of the two teaching styles.Conclusion: As expressed by the students, the integrated style (including both lectures and PBL method) was evaluated better than either lectures method or PBL method for anatomical education.