The COVID-19 pandemic has significantly altered the dynamics of medical education, particularly in thedomain of anatomy teaching. This systematic review investigates the modifications implemented in anatomyeducation during the pandemic, emphasizing the shift from traditional pedagogical methods to online andvirtual modalities. A comprehensive search across databases such as PubMed, Embase, Scopus, andWeb of Science identified 10 studies that met the inclusion criteria. These studies collectively underscorethe rapid transition to online platforms for conducting lectures, tutorials, and practical anatomy sessions.Despite challenges related to diminished hands-on experiences and concerns about student engagement,the integration of digital tools like virtual dissection software, 3D anatomical models, and Zoom-basedflipped classroom sessions has demonstrated potential in maintaining the continuity of anatomy education.Notably, student feedback has highlighted both the benefits, such as flexible learning schedules, and thedrawbacks, including internet connectivity issues and reduced practical exposure. This review highlightsthe need for further research to assess the long-term effectiveness of online teaching methodologies andtheir impact on students’ clinical skills and professional development. Additionally, the perspectives ofboth students and faculty suggest that a blended approach combining online and face-to-face instructioncould be viable path forward in post-pandemic anatomy education
