Background: This study evaluates the academic and digital visibility of publications on 3D digital and cadaveric models in anatomy education (2020–2024) using altmetric indicators. It was hypothesized that 3D model-related studies receive higher engagement. Materials and Methods: A descriptive literature review was conducted through the Springer Nature database, identifying 68 eligible articles based on predefined criteria. Altmetric data-including Altmetric Attention Score (AAS), Twitter/Facebook mentions, Mendeley readership-and citation counts were collected. Pearson correlation analysis assessed relationships between altmetric indicators and citations (p < 0.05). Results: The keyword group “3D model AND anatomy AND teaching” yielded the most publications and highest metrics (AAS = 53, Twitter = 42, Facebook = 3, Mendeley = 1423, citations = 206). In total, 132 AAS points, 80 Twitter mentions, 9 Facebook mentions, 3365 Mendeley readers, and 712 citations were recorded. Strong positive correlations were found between AAS and Mendeley (r = 0.999), Twitter (r = 0.917), and Facebook (r = 0.998). AAS (r = 0.728) and Mendeley readership (r = 0.748) also showed notable correlations with citation counts. Conclusions: 3D digital models demonstrate higher academic and digital visibility than cadaveric models. Mendeley readership appears to be a more stable predictor of scholarly impact compared to AAS. Areas such as pediatric anatomy, pathology, and real-time clinical modeling remain underexplored. Altmetric analysis provides valuable insights into the evolving tools used in anatomy education.