Within the field of medical education, anatomy education is a specific and demanding place for teaching the subject entirely online for medical students, not just the lectures, but also comprehensively providing input and assessment in an engaging and learner-centred approach. A step-by-step guideline called Debug has been developed to assist anatomy educators in positively designing online anatomy learning. The acronym Debug encourages educators to consider D-Design online anatomy learning as an overarching theme that initiates the process of developing online anatomy learning through pedagogically informed decisions. The acronyms e stands for the educational principle of cognitive load theory-based lecture model (CLT-BLM), adherence, which has been documented to be valid in designing anatomy lectures. The acronym, b-blending online teaching as it guides educators to consider scaffolding learning online anatomy education with diverse resources. Elements of active learning and higher-order thinking can be accomplished by considering different online evaluation tools and resources that flavoured the learning outcome with the essence of formative evaluation and feedback. Acronym u stands for Using Online Formative Assessments (OFAs), which has strong evidence supporting medical education. Followed by acronym g, for gaining continuous improvement, which guides educators to consider online anatomy learning with appropriate online evaluation strategies. In addition, gaining ground on student well-being, the most important milestone is that a positive online learning environment should be cultivated in any form of learning. The Newcastle University Medicine Malaysia (NUMed) Anatomy Working Group (AWG) has designed a case study using the practical tips following the Debug guideline.