Background/objective <p>Health education programs present a wide variety of anatomy educators’ profiles in human anatomy. Anatomy is an essential component of healthcare professional training. However, few studies have examined the professional profile of anatomy teachers and its links to the content taught, the teaching strategies employed, and the assessment methods used. This study aimed to explore the academic backgrounds of these teachers, the health professions in which they teach, the content delivered, and the teaching strategies employed.</p> Methods <p>This work followed the steps outlined by Arksey and O’Malley, as well as the PRISMA-ScR guidelines. Data were sourced from major academic databases, such as Embase, MEDLINE, CINAHL, etc. Five reviewers used Covidence to analyze the articles. Data on teachers and their strategies were extracted and then narratively synthesized.</p> Results <p>Of the 6,779 studies analyzed, 42 were selected. Teachers held a variety of degrees, including PhDs in anatomy and medicine. Most were full-time faculty members, including professors, lecturers and assistant professors with over twenty years of experience. Teaching strategies combined traditional and modern approaches, and assessments included written, practical, and continuous examinations.</p> Discussion/conclusion <p>This study demonstrated that anatomy teachers do not share a single profile. Teaching strategies need to be adapted to regional and institutional contexts. It is therefore necessary to support these teachers to better meet the contemporary demands of anatomy education.</p>