Abstract
BACKGROUND: Anatomy is a cornerstone of medical education, requiring hands-on and interactive learning for effective comprehension. Armed conflicts, however, pose substantial threats to educational continuity. In 2023, Sudan's ongoing conflict severely disrupted medical education, particularly anatomy instruction, due to displacement, infrastructure damage, and limited access to practical training. OBJECTIVES: This study aimed to explore the challenges faced by Sudanese medical students in anatomy education during the 2023 armed conflict, including access to practical sessions, use of online learning platforms, and overall satisfaction with alternative educational methods. METHODS: A descriptive cross-sectional survey was conducted among 109 first- to third-year medical students from 20 institutions affected by the conflict. Data were collected using an online questionnaire distributed via student networks. Descriptive statistics were generated using SPSS version 29. RESULTS: The majority of students (70.91%) reported no access to practical anatomy sessions, and 56.36% rated educational infrastructure as poor. Technology integration was limited or absent in 94.55% of cases, and 52.73% faced difficulties accessing online platforms. Although 55.45% of students resorted to self-study and 41.82% used online resources, only 10% were satisfied with online anatomy learning, with students outside Sudan reporting higher satisfaction (p-value 0.001). Qualitative feedback emphasized the need for improved internet access, development of virtual anatomy tools, and establishment of safe practical training centers. CONCLUSION: The 2023 conflict in Sudan has severely disrupted anatomy education, particularly the availability of practical training. While students demonstrated resilience through self-directed learning, significant investment in digital infrastructure, alternative training solutions, and institutional support is critical to preserving educational quality in conflict-affected regions.