“A whole new perspective on how the body fits together”—An evaluation of a cadaver laboratory experience for high school students

Recently, there has been an emphasis on keeping the study of anatomy using donor material confined to the domain of medical and allied healthcare professionals. Given the abundance of both accurate and inaccurate information online, coupled with a heightened focus on health following the COVID‐19 pandemic, one may question whether it is time to review who can access learning anatomy using donors. In 2019, Brighton and Sussex Medical School (BSMS) obtained a Human Tissue Authority Public Display license with the aim of broadening the reach of who could be taught using donor material. In 2020, BSMS received its first full‐body donor with consent for public display. Twelve workshops were delivered to student groups who do not normally have the opportunity to learn in the anatomy laboratory. Survey responses (10.9% response rate) highlighted that despite being anxious about seeing inside a deceased body, 95% felt more informed about the body. A documentary “My Dead Body” was filmed, focusing on the rare cancer of the donor Toni Crews. Viewing figures of 1.5 million, and a considerable number of social media comments highlighted the public's interest in the documentary. Thematic analysis of digital and social media content highlighted admiration and gratitude for Toni, the value of education, and that while the documentary was uncomfortable to watch, it had value in reminding viewers of life, their bodies, and their purpose. Fully consented public display can create opportunities to promote health‐conscious life choices and improve understanding of the human body.

Section: Discussionsupporting

confidence: 63%

“My Dead Body”: Development, production, and reception of a documentary that publicly displays the dissection of a human donor

Smith,

Stone,

Munro

et al. 2024

“…Similarly, anatomy lab tours have the capacity to increase the interest in healthcare careers, rather than just Medicine, with attendees at established dissection lab tours seeing it as an opportunity to test their compatibility with a career in healthcare 77 . One of the values of these experiences is the significant positive impact it has on the attendees, improving their anatomical knowledge and reinforcing or increasing their interest in healthcare careers 77 . These experiences are based around lectures and then laboratory session using prosected specimens and isolated organs, combining normal anatomical structure and pathology, followed by a post‐session assessment or feedback questionnaire 76,77 .…”

Section: Dissection Room Tours/lab Tours/high School Coursesmentioning

confidence: 99%

“…77 One of the values of these experiences is the significant positive impact it has on the attendees, improving their anatomical knowledge and reinforcing or increasing their interest in healthcare careers. 77 These experiences are based around lectures and then laboratory session using prosected specimens and isolated organs, combining normal anatomical structure and pathology, followed by a postsession assessment or feedback questionnaire. 76,77 There are also ethical questions regarding the access to human body donor tissues by high school children attending these programs and how their access is managed.…”

Section: Diss Ec Tion Room Tour S/l Ab Tour S/ Hig H School Cour S E Smentioning

confidence: 99%

“…77 These experiences are based around lectures and then laboratory session using prosected specimens and isolated organs, combining normal anatomical structure and pathology, followed by a postsession assessment or feedback questionnaire. 76,77 There are also ethical questions regarding the access to human body donor tissues by high school children attending these programs and how their access is managed. This issue is outside the scope of this review, it is an F I G U R E 3 An image of plastic and 3D printed anatomical models for an engagement event at the University of Namibia.…”

Section: Diss Ec Tion Room Tour S/l Ab Tour S/ Hig H School Cour S E Smentioning

confidence: 99%

“…Some of these programs demonstrate huge integration with the local community, giving a more holistic view of anatomy; from the body donation process through to the importance it plays in a variety of healthcare professions. [77][78][79] Some of these programs also instill more than anatomical knowledge into students, they help them develop ethical and humanistic skills. These skills are demonstrated when guiding donor families, academics, and members of the public around the Museum of Anatomy; a display of prosections produced during their course.…”

Section: Diss Ec Tion Room Tour S/l Ab Tour S/ Hig H School Cour S E Smentioning

confidence: 99%

See 2 more Smart Citations

“Spine to the future”—A narrative review of anatomy engagement

Taylor,

Wessels

2024

Anatomy has been integral to medical and health education for centuries, it has also had a significant role in wider public life, as an educational resource, a link to their health, and also as a darker deterrent. Historically, public engagement in anatomy is hallmarked by public dissections of convicted criminals across the globe. Artists, specifically non‐medical men, such as Leonardo da Vinci, are reported to have participated in public dissection. Dissection would later rekindle public interest in anatomy as graverobbing led to the reform and regulation of anatomy in many countries. In recent years, there has been growing interest from the public in learning more about their bodies as health and well‐being become of paramount importance, particularly following the COVID‐19 pandemic. Anatomy sits in a prime position to direct and instigate conversations around health, well‐being, and body image. Every human on earth possesses a perfect resource to look at and learn about. Models, art‐based anatomical activities, and crafts provide active learning opportunities for the wider public around anatomy. Most recently, apps, games, and extended reality provide novel and insightful learning opportunities for the public relating to the body. Finally, training and resources must also be made available from institutions and professional bodies to anatomists to enable them to deliver engagement in an already congested and educationally heavy schedule. This resurgence of interest in anatomical public engagement sees anatomy re‐enter the public spotlight, with more appropriate resources and educational settings to offer engagement with the aim of benefiting the public.

Comfort levels and experiences of middle school and high school age children in anatomical donor‐based anatomy outreach sessions

Asri,

Baquerizo,

Padilla‐Register

et al. 2024

Many health professions schools host anatomy outreach sessions for high school students that utilize anatomical donors. However, teaching with anatomical donors for younger learners is uncommon. This study aimed to assess the comfort levels and experiences of students who attended the anatomy sessions as part of summer programs at Rutgers New Jersey Medical School. Younger learners (students entering grades 7–10; n = 25) and older learners (students entering grades 11–12; n = 33) completed pre‐ and post‐session surveys about their comfort using a 5‐point Likert scale. Before the sessions, most students felt comfortable or very comfortable learning from isolated organs (μ = 2.7, SD = 1.3) or full‐body donors (μ = 2.4, SD = 1.4), even though most have never been to an anatomical donor lab before. After the sessions, the comfort level significantly increased for both isolated organs (μ = 3.3, SD = 1.1; p = 0.02) and full‐body donors (μ = 3.1, SD = 1.2; p = 0.004). For isolated organs, there was no significant difference in the comfort level between younger and older learners before (p = 0.50) or after (p = 0.56) the sessions. Similarly, for full‐body donors, there was no significant difference in the comfort level between younger and older learners before (p = 0.95) or after (p = 0.75) the sessions. Most students expressed that the experience was unique and positive. In conclusion, most students entering grades 7–12 felt comfortable learning from isolated organs and full‐body anatomical donors prior to the sessions and felt more comfortable after the sessions. With this, anatomy outreach programs that utilize anatomical donors could be expanded to include younger learners to provide more dynamic teaching experiences for students of various ages.