Due to the interactive nature of classic anatomy teaching and learning, great consideration and planning were necessary to deliver an effective online anatomy course. This paper describes the experiences of teaching and learning anatomy online in South Africa during the COVID-19 pandemic. An asynchronous approach was successful in delivering the course content; however, students expressed the desire to resume in-person, interactive cadaveric dissections. Anatomy course content was delivered using a variety of educational resources accounting for all learning styles and attempting to mimic a pre-pandemic setting. Although postgraduate student research timelines were disrupted, contact between research teams was maintained, allowing for projects to run through to completion. The challenges faced throughout the pandemic have shown that anatomical science is a constantly evolving discipline that requires a variety of resources.

Traditional resources used to teach anatomy include didactic lectures and interactive cadaver dissections (Turney, 2007;Papa & Vaccarezza, 2013). However, literature debates over the efficacy of traditional resources, as more clinically relevant pedagogies are on the rise. In Africa, the efficacy of shifts in anatomical curricula is under reported, although it has been medical schools around the continent are adopting these modern and clinically relevant anatom-