Background: Physical exercise has been shown to improve cognitive and motor functions, promoting neurogenesis and demonstrating therapeutic benefits in neurodegenerative disorders. Nonetheless, it is crucial to investigate the cellular and molecular mechanisms by which this occurs. The study aimed to investigate and evaluate the effect of swimming exercise on the changes of mitochondrial proteins in the brains of rats with hypoxic ischemic encephalopathy (HIE). Methods: the vertical pole and Morris water maze tests were used to assess the animals’ motor and cognitive functions, and western blot and immunofluorescence of brain tissue were used to assess the biomarkers of mitochondrial apoptosis and cristae stability in response to exercise training. Four groups of rats were used: (1) sham sedentary group (SHAM, NT), (2) sham exercise training group (SHAM, T) (3) hypoxic ischemic encephalopathy sedentary group (HIE, NT), and (4) hypoxic ischemic encephalopathy exercise training group (HIE, T). Results: animals with HIE showed motor and cognitive deficits, as well as increased apoptotic protein expression. Exercise, on the other hand, improved motor and cognitive functions while also suppressing the expression of apoptotic proteins. Conclusions: By stabilizing the mitochondrial cristae and suppressing the apoptotic cascade, physical exercise provided neuroprotection in hypoxic ischemia-induced brain injury.

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.