From formalin to thiel embalming: What changes? One anatomy department's experiences

Eisma, Roos; Lamb, Clare; Soames, Roger

doi:10.1002/ca.22222

Cited by 131 publications

(151 citation statements)

References 28 publications

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“…(14) Since formaldehyde is a gas present in formalin and its vapour are the toxic thus primary route of exposure is through respiratory system, eyes and skin, targeting nose, pharynx, larynx, trachea, lungs, eyes, and skin. Formaldehyde is water soluble thus it gets dissolved in mucosa and therein causes inflammatory changes and at times hyperplastic changes in mucosa.…”

Section: Discussionmentioning

confidence: 99%

Harmful Effects of Formalin on First MBBS Students: A Questionnaire Study

Bharadwaja¹,

Bafna²

2016

jemds

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Formalin is extensively used preservative for cadavers in Department of Anatomy. Formalin after evaporation from embalmed bodies turns into fumes and is responsible for harmful effects. The present study was conducted in the Department of Anatomy at JLN Medical College, Ajmer. A questionnaire containing 15 symptoms arising due to inhalation of formalin fumes was prepared and distributed to 50 students. The most distressing symptom was congestion/running nose and redness of eyes/itching of eyes. The harmful effects of formalin can be reduced by some preventive measures like good exhaust ventilation by reducing the concentration of formalin in embalming fluid or using alternative for formalin in the form of phenoxyethanol.

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Section: Discussionmentioning

confidence: 99%

Harmful Effects of Formalin on First MBBS Students: A Questionnaire Study

Bharadwaja¹,

Bafna²

2016

jemds

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“…In this regard, since the appearance of the Thiel method in 1992, many authors have reproduced the original technique (Groscurth et al, 2001;Wolff etal., 2008;Hölzle et al, 2012;Hunter et al, 2014;Cabello et al, 2015;Willaert et al, 2016) and in more recent studies, they have made modifications to the technique: in compound concentrations, in their combination and in the creation of solutions (Kerckaert et al, 2008;Bertone et al;Eisma et al, 2013b;Hayashi et al, 2014;Hammer et al, 2015a) (Tables III and IV). The cadavers are perfused using the internal saphenous vein (Thiel, 1992;Groscurth et al) and in case of difficulty finding it, the femoral or the common carotid artery can be used (Bertone et al;Hammer et al, 2015a).…”

Section: Description Of the Thiel Methods And Its Variantsmentioning

confidence: 99%

“…Hammer et al (2015a), modified the injection site, injecting the femoral artery instead of the external iliac artery, saving work time in the cadaver. Eisma et al (2013b), use lower formalin concentrations as opposed to the standard formalin concentration (8.9 % vs 37.5%), reducing the solution toxicity.…”

Section: Description Of the Thiel Methods And Its Variantsmentioning

confidence: 99%

Walter Thiel's Embalming Method: Review of Solutions and Applications in Different Fields of Biomedical Research

et al. 2016

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's embalming method. Review of solutions and applications in different fields of biomedical research. Int. J. Morphol., 34(4):1442Morphol., 34(4): -1454Morphol., 34(4): , 2016. SUMMARY:Walter Thiel developed the method that enables preservation of the body with natural colors in 1992. It consists in the application of an intravascular injection formula, and maintaining the corps submerged for a determinate period of time in the immersion solution in the pool. After immersion, it is possible to maintain the corps in a hermetically sealed container, thus avoiding dehydration outside the pool. The aim of this work was to review the Thiel method, searching all scientific articles describing this technique from its development point of view, and application in anatomy and morphology teaching, as well as in clinical and surgical practice. Most of these studies were carried out in Europe. We used PubMed, Ebsco and Embase databases with the terms "Thiel cadaver", "Thiel embalming", "Thiel embalming method" and we searched for papers that cited Thiel`s work. In comparison with methods commonly used with high concentrations of formaldehyde, this method lacks the emanation of noxious or irritating gases; gives the corps important passive joint mobility without stiffness; maintaining color, flexibility and tissue plasticity at a level equivalent to that of a living body. Furthermore, it allows vascular repletion at the capillary level. All this makes for great advantage over the formalinfixed and fresh material. Its multiple uses are applicable in anatomy teaching and research; teaching for undergraduates (prosection and dissection) and for training in surgical techniques for graduates and specialists (laparoscopies, arthroscopies, endoscopies).

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“…Described in Austria first, it may offer an alternative to current cadaveric issues regarding storage and cost [49,50].…”

Section: Cadaveric Based Teachingmentioning

confidence: 99%

Teaching Anatomy; Dissecting its Delivery in Medical Education

Jordan¹,

Griffin²,

Phillips³

et al. 2016

MEDJ

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Anatomy has long been a topic of interest amongst both those in medicine and those not. The understanding of biology, in terms of the function and structure of the organs and other structures of the body, has dramatically changed over time, and has been closely related to both scientific improvement and religious feeling.There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education, but the way in which it has been taught has changed over the years. As early as the 16 th century, Vesalius stated that anatomy could only be taught by dissection, however, alternative options for cadaveric study are certainly more available now than when this statement was made.Current teaching methods incorporate the tried and tested cadaveric based dissection, but has more recently been super ceded by the use of computer based imaging and the change to self-orientated or problem based learning. The shift towards the latter has led to a perceived suffering to the gain of anatomical and pathological knowledge of new doctors and surgeons. This paper aims to describe the history of anatomy teaching and review the current evidence for and against the current methods used for its deliverance.Keywords: Anatomy, Medical education, Surgical practice, Teaching. ANATOMY; WHY BOTHER?Human anatomy refers specifically to the consideration of the various structures that make up the human body. This can be separated into systematic or regional anatomy sections; the first describing certain characteristics for instance osteology; focusing on the human skeleton, and angiology; looking at the vascular system. The latter description, regional anatomy, takes into account all of the individual systems and notes how they interact and function together in a certain region e.g. the lower limb, or the thorax. In addition to this anatomy encompasses both adult and embryological anatomy, as well as applied and clinical anatomy; the direct application of the pathological conditions which may occur, and a practical application of anatomy [1].There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education [2,3]. Every doctor must grasp the concepts of anatomy to aid in appropriate diagnosis and management of their patient, as well as communication with peers and patients, and it comes as no surprise that anatomy and surgical practice must be interrelated.Doctors need to have a firm understanding of anatomy and this should be based on a theoretical knowledge, a practical 3D application of this knowledge, as well as an appropriate bedside or clinical application on the patient [4].Current perception is that anatomy knowledge in inadequate, with a belief amongst senior surgical program directors in the UK feeling that knowledge of anatomy was lacking, or in need of a refresher course, in a total of 91% of new doctors. This was further supplemented with 52% feeling that anatomical knowledge was significantly less in new Likewise, there has been an increase in anatomical competence related...

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From formalin to thiel embalming: What changes? One anatomy department's experiences

Cited by 131 publications

References 28 publications

Harmful Effects of Formalin on First MBBS Students: A Questionnaire Study

Harmful Effects of Formalin on First MBBS Students: A Questionnaire Study

Walter Thiel's Embalming Method: Review of Solutions and Applications in Different Fields of Biomedical Research

Teaching Anatomy; Dissecting its Delivery in Medical Education

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