Thoughts on practical core elements of an ethical anatomical education

Abstract

While questions of ethics in body procurement have become a focus of attention in many medical schools around the world, the recent report by a medical student regarding disturbing incidences in an anatomical dissection course (Terry, ) underlines the importance of a discussion of ethical practices in anatomical education. Here thoughts on core elements of instruction are proposed which are based on the premise that both, ethical body procurement and ethical anatomical education, are the foundation for a humanism-based professional training of students in medicine. As the anatomical dissection course presents an exceptional situation for students, practical guidelines for a curriculum founded on ethical considerations are essential. They include a preparatory phase before the start of the course in which students are asked about their expectations and fears concerning anatomical dissection; an introduction to the history and ethics of anatomy; a time for reflection in the dissection room before the start of dissection; a regular opportunity for reflections on dissection in parallel to the course with students and faculty; and a memorial service for the donors organized by students for faculty, students and donor families. Finally, anatomical faculty should undergo training in ethical educational practices. Many anatomy programs have incorporated various of these ideas, while others have not done so. Guidelines for ethical anatomical practices can strengthen the foundation of a humanistic approach to medicine in future physicians and health care workers.

Reflective journals: unmasking student perceptions of anatomical education

“…However, a strength of the study is the successful implementation of a research tool to document studentdissection room experiences. In future studies, we Educators need to hold onto their ideals and continue to "teach to change the world" [21] and we support Hildebrandt's [33] recommendation that "it is the duty of anatomical educators to prepare, accompany and support students during the challenging situation of the dissection course". Perhaps developing a method where students are given more information about their cadaver, while protecting the anonymity of the donor and family would be beneficial in alleviating strong emotional student responses.…”

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

“…Memorial services have emerged as a new horizon in the realm of anatomical sciences education toward cultivating the seeds of humanistic attributes in minds of students. It provides a window for going down memory lane and emphasizes the life of the departed soul who has done an invaluable service to the mankind even after death (Hull and Shea, ; Hildebrandt, ). Celebrating the life of the donor in these gatherings acts as an illuminating guide toward the threshold of happiness associated with the act of giving.…”

Effects of Commemorations and Postdonation Services on Public Willingness to Donate Bodies in China

“…As body donation programs were promoted and developed in the late twentieth century, it became increasingly important to institute proper memorial practices with humanistic values and protocols to receive donors' bodies. The practical core elements of an ethical anatomical education can be integrated into anatomical teaching before, during, and after the course (Hildebrandt, ). Medical Universities in Taiwan have been performing a memorial ceremony for donors for nearly 100 years (Gao and Ha, ), and Tzu Chi University holds pre‐course activities and concluding ceremonies before and after the dissection course every year (Lin et al, ).…”