Background: Understanding of anatomy is challenging in health education, students frequently adopting a surface approach to learning. Despite the effectiveness of student-centred learning (SCL), anatomy still heavily relies on a teacher-centred approach. Active learning strategies offer opportunities to enhance students learning. In 2020, educators from three Nordic countries created a network called I-SAIL (Nordic Initiative for promoting Student Activities for Independent and Lifelong Learning in Physiotherapy), with the goal to design, implement and evaluate SCL in anatomy education. The aim of the first project year was to support teachers in their transition from teacher- to student-centred learning via innovative methods and investigate teachers experiences within this process of change. Summary of Work: Following the identification of institutional needs, experiences and research findings, methodology for SCL was developed. Interviews with three teachers were conducted to explore experiences from SCL implementation.Summary of Results: An on-line guide for blended learning, on-line training on SCL and peer-supervision was developed to support teachers. Participant teachers implemented pilot learning activities in anatomy using the on-line guide, e-learning platforms, videos and case studies utilizing the flipped classroom method. The teachers acknowledged the value of developing competences in designing learning activities to stimulate students active learning. The teachers perceived the students as more interested, engaged and communicative than previously. Teachers reported experiences of fulfillment, leading to personal learning and increased work motivation since they had time to join discussions as students joined group work prepared. Teachers enhanced their skills in digitalization with confidence to modify teaching. In the process, peer-teacher support was identified as a means to integrate SCL in anatomy.Discussion and Conclusions: The integration of SCL in anatomy positively influenced teaching and students activity in learning. The findings underline the value of international collaboration for educational change. Joint development work tackled the common pedagogical challenges. Acknowledged limitation of the study is the lack of student feedback. This will be the focus during the project ́s second year.Take-home Messages: The project has addressed the traditional teacher-centred approach in anatomy by developing methods to support teachers in their transition towards a student-centred approach. Implemented SCL activities utilized blended learning, resulting in positive teacher experiences and increased student engagement.