Human anatomy has played a central role in the evolution of medical sciences. During the 20th century, several changes occurred in anatomy in both science and education. To meet current health needs, low-and-middle-income countries (LLIMC) are challenged to provide quality medical training to more students while maintaining the same number of qualified teachers and teaching resources. This thesis delves into the subject of optimizing anatomy teaching from a global perspective, addresses disparities between high-income and low-middle-income countries, and offers practical insights into how LLMICs teach anatomy. The following studies were conducted: - A study about where we are and where we are going in teaching anatomy based on the experience and views of medical educators from a developed country. - Two field investigations addressed implementing technology (E-learning) and applied anatomy (radiological anatomy) in anatomy teaching in an LLIMC. - A comparative study to understand the cultural and economic differences and similarities between high (Netherlands) versus low (Nicaragua) countries and the preferences of their medical students regarding anatomy education. - A literature review to identify the available evidence on approaches to anatomy teaching in LLMIC. - An international study involving anatomy teachers from several LLMICs to explore the challenges and strategies they have implemented. Anatomy's visual and practical nature allows effective horizontal and vertical integration (particularly with radiology). In academic settings with limited resources, teachers' and students´ commitment and motivation appear vital to the development of medical sciences. Visual learning, applied anatomy, and communication tools (WhatsApp) were the most viable strategies.