“Mortui Vivos Docent” or Who Gives His Body to Science? The Analysis of the Personal Questionnaires of Polish Donors in the Conscious Body Donation Program

Cadaver dissection stands as a crucial component in medical curricula around the world, although computer-based multimedia programs have been introduced in order to replace the need for cadaver donations. Due to a decrease in the number of unclaimed bodies and rather few donations, there is an insufficient number of cadavers for anatomical studies in Iran. This study was carried out to evaluate medical students' awareness and willingness regarding body donation in Kashan University of Medical Sciences, Iran. In this study, a questionnaire was designed to focus on the cultural acceptability and personal willingness to donate one's body after death. Students from the university's anatomy classes (n = 331) participated in this study. Seventy-seven percent of the students expressed their agreement toward the idea of utilizing body donation services, though only 25.4% of participants were willing to donate their own bodies. None of the demographic factors were associated with cultural acceptability or personal willingness towards body donation. These findings indicated that besides "payment", other factors were associated with students' willingness to become donors. All factors of awareness except "previous awareness of organization" were associated with cultural acceptability. In this study, students suggested that encouraging people to register for body donation using mass media (25.6%) and teaching students to respect cadavers in the dissection environment (24.8%) were the best solutions for addressing the lack of cadavers. These findings indicated that a lack of awareness about body donation might be the main factor responsible for unwillingness towards body donation; therefore, improving the public's awareness and addressing the willingness of students regarding body donation may help overcome the current lack of donated cadavers. Anat Sci Educ 10: 120-126. © 2016 American Association of Anatomists.

Section: Discussioncontrasting

confidence: 99%

Cultural acceptability and personal willingness of Iranian students toward cadaveric donation

Asl

Nikzad

Taherian

et al. 2016

“…Neuroanatomy students at UFJF appreciated the mixed strategy. This outcome encouraged teachers to maintain TBL sessions alternated with traditional lectures and practical classes, considering the relevance of anatomical specimen study and cadaver-based training throughout the world (Korf et al, 2008;Ahmed et al, 2010;da Rocha et al, 2013;Bajor et al, 2015;Habicht et al, 2018). However, it is important to encourage new studies which compare mixed strategies (i.e., TBL and lectures) and TBL as a single strategy.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Team‐Based Learning versus Traditional Lectures in Neuroanatomy: Medical Student Knowledge and Satisfaction

Rezende

Oliveira

Vale

et al. 2019

Neuroanatomy is often considered a difficult subject to teach, due to its broad scope, multitude of terms, and high degree of complexity. Thus, newer educational strategies that facilitate learning while also stimulating students by allowing increased student autonomy and group discussions should be carefully considered. This study aimed to evaluate the impact of introducing team‐based learning (TBL) in the traditional discipline of neuroanatomy and to measure student knowledge acquisition and perception relative to traditional lectures (TL). A quasi‐experimental, nonrandomized study was performed using two consecutive TBL classes (intervention group, n = 157 students, 25% content using TBL) with a TL class (control group, n = 76). Team‐based learning sessions included all stages according to the classic description of the method. Student knowledge acquisition was assessed in regularly scheduled tests during the discipline, and their perception regarding TBL was evaluated using a questionnaire (developed by the authors). The groups presented a similar sociodemographic profile (sex and age) and the same performance in another anatomy discipline before the study. Team‐based learning was significantly associated with greater acceptance, higher motivation, better student perception, and feelings that the methodology was able to integrate clinical and basic sciences. Nevertheless, according to tests, knowledge acquisition was similar between the TBL and lectures. In conclusion, since TBL is comparable to TL for knowledge acquisition, TBL seems to be a promising strategy to improve the teaching of neuroanatomy in medical schools. It fosters group discussions and increases satisfaction and the perception of integration between clinical and basic sciences.

“…Previous studies have examined the demographic characteristics of actual body donors (Dluzen et al, ; Lagwinski et al, ; Labuschagne and Mathey, ; Anteby et al, ; Sadhu et al, ) and body donor registrants (Fennell and Jones, ; Bolt et al, ; McClea and Stringer, ; Cornwall et al, ; Bajor et al, ). The average age (70.5 years) and sex distribution (57% female) of registrants in this study is broadly congruent with previous New Zealand (Fennell and Jones, ; McClea and Stringer, ; Cornwall et al, ) studies during 1992, 2000–2009, and 2011, respectively, and overseas studies of registered body donors and actual donors from Ohio (US, data from 1978 to 1993; Dluzen et al, ; Lagwinski et al, ), Stellenbosch (South Africa, data from 1956 to 1996; Labuschagne and Mathey, ), Groningen (the Netherlands, data from 2000 to 2008; Bolt et al, ), Hawaii (US, data from 1967 to 2006; Anteby et al, ), Kolkata (India, data from 2001 to 2010; Sadhu et al, ), and Katowice (Poland, data timing unknown; Bajor et al, ). This supports the premise that registration for body donation frequently occurs in the sixth or seventh decade of life in many countries.…”

Section: Discussionmentioning

confidence: 99%

“Why did you really do it?” A mixed‐method analysis of the factors underpinning motivations to register as a body donor

Cornwall

Poppelwell

McManus

2018

Individuals who register as body donors do so for various reasons, with aiding medical science a common motivation. Despite awareness of several key reasons for donation, there are few in-depth explorations of these motivations to contextualize persons' reasons for donating. This study undertakes a mixed-method exploration of motivations for body donation to facilitate deeper understanding of the reasons underpinning donor registration. A survey of all newly registered body donors at a New Zealand university was performed over a single year. The survey included basic demographic information, a categorical question on reason for donation, a free-text question on donation motivation, and a free-text question allowing "other" comments on body donation. Basic statistical analysis was performed on demographic and categorical data, and thematic analysis used on free-text responses. From 169 registrants, 126 people (average age 70.5 years; 72 female) returned completed surveys (response rate 75%). Categorical data indicate a primary motivation of aiding medical science (86%). Fifty-one respondents (40%) provided free-text data on motivation, with other comments related to motivation provided by forty-one (33%). Common themes included reference to usefulness, uniqueness (pathophysiology and anatomy), gift-giving, kinship, and impermanence of the physical body. Consistent with previous studies, the primary reason for body donation was aiding medical science, however underpinning this was a complex layer of themes and sub-themes shaping motivations for choices. Findings provide important information that can guide development of robust informed consent processes, aid appropriate thanksgiving service delivery, and further contextualize the importance of medical professionals in body donation culture.