IS CADAVER STILL NEEDED IN MEDICAL EDUCATION?

https://doi.org/10.22146/jpki.46690

Muhammad Mansyur Romi(1*), Nur Arfian(2), Dwi Cahyani Ratna Sari(3)

(1) Dept. of Anatomy, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
(2) Dept. of Anatomy, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
(3) Dept. of Anatomy, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
(*) Corresponding Author

Abstract


Background: Medical education has been developing very rapidly. Cadavers, which can serve as very important learning resources, need special concern for their availability and utility.

Methods: This narrative review is based on related articles freely downloaded which discuss the role and availability of cadavers worldwide. The recent Indonesian condition with Universitas Gadjah Mada as a case will be described.

Results: Cadavers play important roles in several aspects, from bioethics and behavioral development until clinical skills, in basic education and especially in postgraduate and advance clinical training. The availability of cadavers has declined significantly, and as a result, the impacts must be considered. Most cadavers are unidentified bodies, eventhough presently a body donation program is recommended as the alternative source.

Conclusion: Currently in Indonesia, timely participation is needed from various stakeholders to support effective and efficient cadaver availability and utility. Additional learning resources are needed to be developed in order to assure quality improvement of medical education.


Keywords: cadaver, medical education, bioethics, unidentified bodies, body donation.



Keywords


cadaver, medical education, bioethics, unidentified bodies, body donation.

Full Text:

PDF PDF


References

  1. Bergman EM. Discussing dissection in anatomy education. Perspect Med Educ. 2015;4:211–3.
  2. Ghosh SK. Human cadaveric dissection: a historical account from ancient Greece to the modern era. Anat Cell Biol. 2015;48:153-69.
  3. Farey JE, Bui DT, Townsend D, Sureshkumar P, Carr S and Roberts C. Predictors of confidence in anatomy knowledge for work as a junior doctor: a national survey of Australian medical students. BMC Med Educ. 2018;18:174-81.
  4. Kim DH, Shin DH, Hwang Yl. Effects of alternate dissection on anatomy learning. Anat Cell Biol. 2019;52:69-75.
  5. Ellis H. Medico-legal litigation and its links with surgical anatomy. Surgery. 2002;20:i –ii.
  6. Older J. Anatomy: a must for teaching the next generation. J R Coll Surg. 2004;2(2):79-90.
  7. von Staden H. The discovery of the body: human dissection and its cultural contexts in ancient Greece. Yale J Biol Med. 1992;65:223-41
  8. Bay NSY, Bay BH. Greek anatomist Herophilus: the father of anatomy. Anat Cell Biol. 2010;43:280-3.
  9. Standring S. A brief history of topographical anatomy. J Anat. 2016; 229: 32--62.
  10. Edriss H, Rosales BN, Nugen C, Conrad C, Nugent Islamic medicine in the middle ages. Am J Med Sci. 2017;354(3):223-9.
  11. Habbal O. The Science of Anatomy A historical timeline. Sultan Qaboos Univ Med J. 2017;17(1):e18–22.
  12. Compier AH. Rhazes in the Renaissance of Andreas Vesalius. Med History. 2012;56:3-25.
  13. Memon I. Anatomy education faces challenges in Pakistan. Anat Sci Educ. 2009;2(4):193-4.
  14. EwonuBari EB, Watson JT, Amaza DS, Madueke NM, Donatus AA, Effiong OE. Problems and prospects of acquistion of human cadaver for medical education in Nigeria. J Pakist Med Assoc. 2012;62:1134-6.
  15. Patel SB, Mauro D, Fenn J, Sharkey DR, Jones C. Is dissection the only way to learn anatomy? Thoughts from students at a non-dissecting based medical school. Perspect Med Educ. 2015;4:259–60.
  16. Papa V, Vaccarezza M. Teaching Anatomy in the XXI Century: New Aspects and Pitfalls. Sci World 2013 ; Article ID 310348, 5pages. http://dx.doi. org/10.1155/2013/310348.
  17. Flack NAMS, Nicholson HD. What do medical students learn from dissection? Anat Sci Educ. 2018;11(4):325-35 doi: 10.1002/ase.1758. Epub 2017 Dec 4.
  18. Winkelmann A, Güldner FH. Cadavers as teachers: the dissecting room experience in Thailand. BMJ. 2005;329:18-25.
  19. Khan HM, Mirza TM. Physical and psychological effects of cadaveric dissection on undergraduate medical students. J Pakist Med Assoc. 2013;63: 831.
  20. Sándor I, Birkas E, Gyorffy Z. The effect of dissection room experiences and related coping strategies among Hungarian medical students. BMC Med Educ. 2015;15:73 DOI 10.1186/s12909-015-0355-9.
  21. Chiou RJ, Tsai PF, Han DY. Effects of a “silent mentor” initiation ceremony and dissection on medical students’ humanity and learning. BMC Res Notes. 2017;10:483 DOI 10.1186/s13104-017-2809-0.
  22. Chang HJ, Kim HJ, Rhyu IJ, lee YM, Uhm CS. Emotional experiences of medical students during cadaver dissection and the role of memorial ceremonies: a qualitative study. BMC Med Educ. 2018;18:255 https://doi.org/10.1186/s12909-018-1358-0.
  23. Alhassan A, Majeed S. Perception of Ghanaian Medical Students of Cadaveric Dissection in a Problem-Based Learning Curriculum. Anat Res Internat. 2018; 2018, Article ID 3868204, 7 pages https://doi.org/10.1155/2018/3868204.
  24. Arraez-Aybar LA, Bueno-Lopez JL, Moxham BJ. Anatomists’ views on human body dissection and donation: an international survey. Annals Anat. 2014;196:376-86.
  25. Krähenbühl SM, Cvancara P, Stieglitz T, Bonvin R, Michetti M, Flahaut M, et al. Return of the cadaver. Medicine. 2017;96:29.
  26. Memon I. Cadaver Dissection Is Obsolete in Medical Training! A Misinterpreted Notion. Med Princ Pract. 2018;27:201–10.
  27. Ghazanfar H, Rashid S, Hussain A, Ghazanfar M, Ghazanfar A, Javaid A. Cadaveric Dissection a Thing of the Past? The Insight of Consultants, Fellows, and Residents. Cureus. 2018;10(4):e2418. DOI 10.7759/cureus.2418.
  28. Fasel JHD, Morrel P, Gaillaud P. A survival strategy for anatomy. Lancet. 2005;365:754.
  29. University of Dundee. Endoscopic Sinus Surgery by Cadaver Dissestion for Healthcare Simulation. Dundee: University of Dundee; 2018. Available on: https://dihs.dundee.ac.uk/courses/ent-thiel/ endoscopic-sinus-surgery-cadaver-dissection-fess1.
  30. Greene JR. Effects of detailed information about dissection on intentions to bequeath bodies for use in teaching and research. J Anat. 2003;202:475-7.
  31. Nurunnabi ASM, Ara S, Khalil M, Khalil M. Ethics in dissection of cadaver in teaching and learning of anatomy. Bangladesh J Bioethics. 2011;2(3):10-5.
  32. Ghosh SK. Paying respect to human cadavers: we owe this to the first teacher in anatomy. Annals Anat. 2017;211:129–34.
  33. Habicht JL, Kiessling C, Winkelmann A. Bodies for Anatomy Education in Medical Schools: An Overview of the Sources of Cadavers Worldwide. Acad Med. 2018;93:1293–300.
  34. Fakultas Kedokteran UGM, Dialog Moral, Hukum dan Kemanusiaan tentang Donasi Tubuh dan Donor Organ, Yogyakarta 2-3 Agustus 2017.



DOI: https://doi.org/10.22146/jpki.46690

Article Metrics

Abstract views : 3569 | views : 1877 | views : 1544

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Muhammad Mansyur Romi, Nur Arfian, Dwi Cahyani Ratna Sari

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats