Background: Cadaveric dissection is vital in medical education, offering essential hands-on experience in human anatomy. With cadavers regarded as the “first teacher,” students confront the realities of death early in their training. All medical students are expected to participate actively in dissections. However, inconsistencies in attendance and engagement are common. In some cases, cadavers are abandoned midway through the course, possibly due to psychological, social, or structural barriers. Understanding medical students' attitudes and perceived social norms toward cadaveric dissection is crucial for improving educational experiences and outcomes. Objective: This study explored the attitude and subjective norm of medical students at Makerere University toward cadaveric dissection. Methods: Qualitative study design was employed, using seven Focus Group Discussions (FGDs) with first- and second-year medical students. Participants were purposefully selected to ensure diversity in gender and academic experience. Data were transcribed verbatim and analyzed thematically. Ethical approval was obtained, and measures to ensure participant anonymity and psychological support were implemented. Results: Students’ attitudes toward cadaveric dissection varied from strong enthusiasm and appreciation of its educational value to anxiety, fear, and emotional discomfort. While some viewed dissection as essential for learning, others expressed moral, religious, and psychological concerns. State of cadavers, peer influence, faculty support, and cultural beliefs, significantly influenced students change of attitude resulting to active participation or disengagement with cadaveric dissections. Conclusion: Findings informed the development of the Integrated Model of Cadaveric Engagement, which highlights the complex interplay of psychological, social, and structural factors influencing dissection behavior.

The declining availability of human bodies for anatomical education has prompted renewed global interest in voluntary body donation programs, particularly

Anatomy education forms the foundation of medical training, providing essential knowledge for clinical practice and biomedical sciences. This study explored the experiences, teaching practices, and perceived challenges of anatomy educators across Ugandan medical schools. A cross-sectional mixed-methods survey was conducted among anatomy educators from accredited public and private medical schools. Data were collected using a structured online questionnaire comprising both closed-ended and open-ended questions. A total of 46 educators participated, representing approximately 59% of the estimated national population of 78 anatomy educators. Respondents reported a range of teaching approaches, including traditional lectures, cadaveric dissection, and the use of online learning platforms. The most frequently reported challenges were limited opportunities for staff development (71.4%), overcrowding in dissection rooms (71.4%), cadaver shortages (57.1%), poor cadaver quality or inadequate dissection facilities (50.0%), understaffing (50.0%), and inadequate remuneration (42.9%). Qualitative findings highlighted concerns regarding career progression, infrastructure limitations, cadaver acquisition, and the need for stronger institutional and governmental support. Participants also emphasized the importance of professional associations, collaborative research, and faculty development initiatives in strengthening anatomy education. Despite these challenges, anatomy educators demonstrated commitment to delivering quality education and adapting to evolving teaching environments. The findings suggest a need for investments in faculty development, infrastructure improvement, ethical and sustainable cadaver acquisition systems, staffing, and research capacity. Strengthening these areas may enhance the quality and sustainability of anatomy education and contribute to the training of competent healthcare professionals in Uganda.