Challenges in Teaching Anatomy in Sub-saharan Africa: A National Survey of Educator Experiences in Uganda

Anatomy education remains a cornerstone of medical training, providing the foundational knowledge required for clinical practice and biomedical sciences. This study reports findings from a national survey conducted among anatomy educators across Ugandan medical schools, encompassing both public and private universities. Responses were analyzed to capture the demographic profile of educators, their teaching modalities, institutional responsibilities, and the barriers they encounter in delivering effective instruction. The survey revealed persistent challenges including under-staffing of anatomy departments, shortages of cadavers for dissection, overcrowded teaching laboratories, and limited access to professional development opportunities. Inadequate remuneration and insufficient institutional support further compound these difficulties, threatening the sustainability of anatomy education. Despite these constraints, educators demonstrated resilience and innovation. Many reported adopting hybrid teaching strategies that combine traditional dissection with digital resources, online platforms, and problem-based learning approaches. Faculty members also expressed strong advocacy for systemic reforms, emphasizing the need for coordinated national policies, strategic investment in teaching resources, and collaborative faculty development programs. These efforts reflect a commitment to maintaining the integrity and quality of anatomy education in Uganda, even under resource-limited conditions. The findings underscore the urgent need for government, universities, and professional bodies to prioritize anatomy education through policy reform, infrastructure development, and faculty support. Strengthening anatomy teaching will not only enhance medical education but also ensure the production of competent health professionals capable of addressing Uganda’s healthcare challenges.