Owing to the Coronavirus Infectious Disease 2019 (COVID-19), the higher education sector worldwide saw a significant disruption in several disciplines – especially the ones in STEM and healthcare sciences that require active, experiential learning via practical application of concepts centering around Anatomy and Physiology. Dynamic instructional and technological interventions took place rapidly in an effort to minimize the adverse repercussions of moving away from traditional means of education in these critical scientific fields. COVID-19 necessitated administrators, faculty, students, and interns at colleges, universities, medical/healthcare science programs and residencies to pursue teaching, learning, and assessment of Anatomy and Physiology courses/curricula through innovative strategies without compromising the quality or rigor of education. Adaptation and integration of remote/hybrid learning and teaching methodologies were essential, along with governmental as well as organizational interventions. Alternative synchronous and asynchronous approaches of e-pedagogy were implemented through simulation labs, virtual cadaver dissections and histological examinations, recorded video-lectures, online meeting platforms, and cutting-edge technological software and tools to maintain the quality of education while prioritizing everyone’s health and safety. Based on varying economic stability, countries and regions dealt with the ramifications of COVID-19 on Anatomy and Physiology education differently. Our review encapsulates, for the first time, original reports published around the world from the past three years on such key implications of COVID-19 in Anatomy and Physiology higher studies, combined with relevant recommendations. This comprehensive analysis would help improve the content, delivery, and efficacy of education in these clinically important disciplines to facilitate better preparation for pandemics in the future.