The uniform anatomical gift act: What every clinical anatomist should know

Dalley, Arthur F.; Driscoll, Robert E.; Settles, Harry E.

doi:10.1002/ca.980060409

Cited by 26 publications

(20 citation statements)

References 3 publications

(1 reference statement)

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“…This access to cadavers may be envied by some countries (e.g., Australia) which have experienced difficulty in acquisition (Parker, 2002;Nayak, 2004). There are other countries such as the USA which have successful body donor programs (UAGA, 1968;Dalley et al, 1993) and no problems in acquiring cadavers (e.g., Thailand); (Winkelman and Gü ldner, 2004). Recent concerns about the health hazard posed by formalin and the shortage of staff have also made many institutions reconsider the use of dissection (Nayak, 2004;Parker, 2002), as has the problem of HIV/AIDS (Asala et al, 1997;Ihunwo, 1998).…”

Section: Discussionmentioning

confidence: 99%

Anatomy: Spotlight on Africa

Kramer

Pather

Ihunwo

2008

Anatomical Sciences Ed

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Anatomy departments across Africa were surveyed regarding the type of curriculum and method of delivery of their medical courses. While the response rate was low, African anatomy departments appear to be in line with the rest of the world in that many have introduced problem based learning, have hours that are within the range of western medical schools and appear to be well resourced. Human body dissection is a constant and strong aspect of the majority of the courses surveyed. The staff to student ratio appears to be relatively high in Africa, but in many of the responding African institutions, there appears to be little difficulty in attracting suitable faculty (including those who are medically qualified) to teach anatomy. Retaining this faculty, in some cases, may be difficult because of a global demand for anatomy educators.

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Section: Discussionmentioning

confidence: 99%

Anatomy: Spotlight on Africa

Kramer

Pather

Ihunwo

2008

Anatomical Sciences Ed

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“…Since the introduction of the Uniform Anatomical Gift Act of 1968, medical schools in the United States have relied increasingly upon bequested bodies rather than unclaimed bodies for dissection (see Dalley et al, 1993;Jones, 1994). Therefore, even if some of the bodies are unclaimed, "donor" can be used in the laboratory for the sake of uniformity, even though this term is not technically accurate.…”

Section: Compassion In the Laboratory Languagementioning

confidence: 99%

Human gross anatomy: A crucial time to encourage respect and compassion in students

1995

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We suggest four ways in which human gross anatomy instructors can reinforce respect and compassion in students. First, encourage respectful language in the laboratory. The term “donor” should be used instead of “cadaver” or “corpse” in referring to the donated body because this promotes appreciation for the students' first “patient.” Second, provide the students with the actual name, age, history, and likely cause of death of the donor so that they more fully appreciate the donor as having once been a living human being. Third, prompt students to explore feelings and discuss topics stimulated by the intense experience of human dissection. Suggested topics include the students' feelings about dissecting a human being, the difficulty in deciding to donate one's body, the central importance of anatomy to a medical practitioner's role, and the historical development of the study of anatomy. Fourth, hold a memorial ceremony, in which both students and faculty participate, as a positive closure to an emotionally and intellectually intense course. Additionally, a ceremony reinforces salutary values in students, enhances social bonding among students, and encourages their appreciation of various cultural and religious beliefs. These methods introduce a new dimension of experience for anatomy students. We have developed these methods in response to what we view as a negative trend in the medical profession in which health care becomes technical and patients become objects. It is our role as faculty to reinforce respectful and compassionate attitudes in medical students from the very beginning. © 1995 WiIey‐Liss, Inc.

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“…Unethical welfare authorities, instead of relinquishing unclaimed bodies to medical schools, entered into profitable arrangements with undertakers or cemeteries (Dalley et al, 1993). This both bestowed commercial value upon the dead body, and precipitated the need for bequest laws.…”

Section: From Grave Robbing and Murder To Unclaimed Bodiesmentioning

confidence: 99%

Use of bequeathed and unclaimed bodies in the dissecting room

Jones

1994

Clinical Anatomy

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The bodies used in dissecting rooms have either been unclaimed or bequeathed. Although bequeathed bodies constitute the major source of bodies in many countries today, this is not a universal situation. The use of unclaimed bodies for dissection is traced historically from its origins in grave robbing and murder, and against the background of the thesis that it involves exploitation of the poor and the lack of informed consent. The ethical significance of the treatment of cadavers is considered in terms of the intrinsic and instrumental value ascribed to cadavers. The use of unclaimed bodies is assessed in relation to the ethical principles underpinning organ donation, including respect for the autonomy of the deceased, and the interests of family members, as well as reference to altruism as a basis of donations and the possible redemptive aspects of organ donations. It is argued that the use of unclaimed bodies does not correspond to any procedure we use today in the realm of organ donation. It is concluded that the use of unclaimed bodies is never to be the procedure of choice, since taking a body even for good purposes is ethically inferior to giving a body for the same purposes. Nevertheless, what is done with dead bodies for good reasons is not the most important of ethical matters, and a balance has to be attained between these ethical considerations and the potential benefits accruing to society.

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The uniform anatomical gift act: What every clinical anatomist should know

Cited by 26 publications

References 3 publications

Anatomy: Spotlight on Africa

Anatomy: Spotlight on Africa

Human gross anatomy: A crucial time to encourage respect and compassion in students

Use of bequeathed and unclaimed bodies in the dissecting room

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