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Dissection and Current Approaches in Anatomy Education

Yıl 2024, Cilt: 15 Sayı: 4, 650 - 656, 31.12.2024
https://doi.org/10.18663/tjcl.1597454

Öz

In the field of anatomy education, body donation varies considerably in different geographical regions of the world. Some countries, particularly in many parts of Europe and North America, have well-established and successful cadaver donation programs. These programs provide an adequate number of cadavers for medical students and researchers. This creates a continuous learning environment. However, in other regions, particularly in Asia, Africa and the Middle East, there are significant deficiencies in body donation. Several factors cause these disparities. First and foremost, cultural and religious factors influence donation rates. While the importance attached to bodily integrity in some societies may reduce the willingness to donate, in others donation is a cultural norm. While some countries have effective legal frameworks to promote donation, others have inadequate or incomplete regulations.
The importance of body donation for anatomy education is increasingly recognized. In this context, several steps need to be taken to develop and sustain donation programs. These may include improving legislation, establishing ethical guidelines and conducting awareness campaigns. It is also important to identify donor profiles and maintain relationships of trust. Through national and international research, a successful foundation can be established, taking into account local factors and community needs.

Kaynakça

  • Pabst R, Rothkötter HJ. Retrospective evaluation of undergraduate medical education by doctors at the end of their residency time in hospitals: consequences for the anatomical curriculum. Anat Rec. 1997;249[4]:431-434. doi:10.1002/[SICI]1097-0185[199712]249:4<431:AID-AR1>3.0.CO;2-U
  • Arráez-Aybar LA, Sánchez-Montesinos I, Mirapeix RM, Mompeo-Corredera B, Sañudo-Tejero JR. Relevance of human anatomy in daily clinical practice. Ann Anat. 2010;192[6]:341-348. doi:10.1016/j.aanat.2010.05.002
  • Pawlina W, Lachman N. Dissection in learning and teaching gross anatomy: rebuttal to McLachlan. Anat Rec B New Anat. 2004;281[1]:9-11. doi:10.1002/ar.b.20038
  • Rizzolo LJ, Stewart WB. Should we continue teaching anatomy by dissection when ...?. Anat Rec B New Anat. 2006;289[6]:215-218. doi:10.1002/ar.b.20117
  • McLachlan JC. New path for teaching anatomy: living anatomy and medical imaging vs. dissection. Anat Rec B New Anat. 2004;281[1]:4-5. doi:10.1002/ar.b.20040
  • McLachlan JC, Patten D. Anatomy teaching: ghosts of the past, present and future. Med Educ. 2006;40[3]:243-253. doi:10.1111/j.1365-2929.2006.02401.x
  • Gunderman RB, Wilson PK. Viewpoint: exploring the human interior: the roles of cadaver dissection and radiologic imaging in teaching anatomy. Acad Med. 2005;80[8]:745-749. doi:10.1097/00001888-200508000-00008
  • Jastrow H, Vollrath L. Teaching and learning gross anatomy using modern electronic media based on the visible human project. Clin Anat. 2003;16[1]:44-54. doi:10.1002/ca.10062
  • Lim KH, Loo ZY, Goldie SJ, Adams JW, McMenamin PG. Use of 3D printed models in medical education: A randomized control trial comparing 3D prints versus cadaveric materials for learning external cardiac anatomy. Anat Sci Educ. 2016;9[3]:213-221. doi:10.1002/ase.1573
  • Lempp HK. Perceptions of dissection by students in one medical school: beyond learning about anatomy. A qualitative study. Med Educ. 2005;39[3]:318-325. doi:10.1111/j.1365-2929.2005.02095.x
  • Cahill DR, Leonard RJ, Weiglein AH, von Lüdinghausen M. Viewpoint: unrecognized values of dissection considered. Surg Radiol Anat. 2002;24[3-4]:137-139. doi:10.1007/s00276-002-0053-2
  • Granger NA. Dissection laboratory is vital to medical gross anatomy education. Anat Rec B New Anat. 2004;281[1]:6-8. doi:10.1002/ar.b.20039
  • Johnson EO, Charchanti AV, Troupis TG. Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching. Anat Sci Educ. 2012;5[6]:354-366. doi:10.1002/ase.1296
  • Johnson EO, Charchanti AV, Troupis TG. Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching. Anat Sci Educ. 2012;5[6]:354-366. doi:10.1002/ase.1296
  • Korf HW, Wicht H, Snipes RL, et al. The dissection course - necessary and indispensable for teaching anatomy to medical students. Ann Anat. 2008;190[1]:16-22. doi:10.1016/j.aanat.2007.10.001
  • Moxham BJ, Plaisant O. The history of the teaching of gross anatomy-how we got to where we are. Eur J Anat. 2014;18[3]:219-244
  • Riederer BM. Plastination and its importance in teaching anatomy. Critical points for long-term preservation of human tissue. J Anat. 2014;224[3]:309-315. doi:10.1111/joa.12056
  • Khan AN, Baig S, Zain S. Importance of cadaveric dissection in learning gross anatomy. Clin Anat. 2020;33[2]:150-157. doi:10.1002/ca.23567
  • Jones DG. Searching for good practice recommendations on body donation across diverse cultures. Clin Anat. 2016;29[1]:55-59. doi:10.1002/ca.22648
  • Riederer BM. Body donations today and tomorrow: What is best practice and why?. Clin Anat. 2016;29[1]:11-18. doi:10.1002/ca.22641
  • Ghosh SK. Human cadaveric dissection: a historical account from ancient Greece to the modern era. Anat Cell Biol. 2015;48[3]:153-169. doi:10.5115/acb.2015.48.3.153
  • Hildebrandt S. Capital punishment and anatomy: history and ethics of an ongoing association. Clin Anat. 2008;21[1]:5-14. doi:10.1002/ca.20571
  • Garment A, Lederer S, Rogers N, Boult L. Let the dead teach the living: the rise of body bequeathal in 20th-century America. Acad Med. 2007;82[10]:1000-1005. doi:10.1097/ACM.0b013e318149e986
  • Hulkower R. From sacrilege to privilege: The tale of body procurement for anatomical dissection in the United States. Einstein J Biol Med. 2011;27[1]:23-28. doi:10.3171/ejbm.27.1.23
  • Narayana A. Medical science in ancient Indian culture with special reference to Atharvaveda. Bull Indian Inst Hist Med Hyderabad. 1995;25[1-2]:100-110
  • Mitra J. Glimpses of the advancement of medical science as depicted in the Mahäbhärata. Bull Indian Inst Hist Med Hyderabad. 1995;25[1-2]:20-37
  • Prasad PV. Atharvaveda and its materia medica. Bull Indian Inst Hist Med Hyderabad. 2000;30[2]:83-92
  • Mukherjee PK, Nema NK, Venkatesh P, Debnath PK. Changing scenario for promotion and development of Ayurveda--way forward. J Ethnopharmacol. 2012;143[2]:424-434. doi:10.1016/j.jep.2012.07.036
  • Magee R. Art macabre: resurrectionists and anatomists. ANZ J Surg. 2001;71[6]:377-380
  • Yammine K. The current status of anatomy knowledge: where are we now? Where do we need to go and how do we get there?. Teach Learn Med. 2014;26[2]:184-188. doi:10.1080/10401334.2014.883985
  • Tamuli RP, Sarmah S, Saikia B. Organ donation-attitude and awareness among undergraduates and postgraduates of North-East India. J Family Med Prim Care. 2019;8[1]:130-136
  • Sahu SK, Rath B, Rath S, Panigrahi S. Knowledge and attitude of educated people towards organ and body donation: A cross-sectional study in Southern Odisha. Sch J Appl Med Sci. 2017;5:2456-2462
  • Bharambe V, Puranam V, Manvikar PR, Bajpayee P. Anatomy acts in India: a review. Eur J Anat. 2019;23[6]:469-477
  • Habbal O. The Science of Anatomy: A historical timeline. Sultan Qaboos Univ Med J. 2017;17[1]:e18-e22. doi:10.18295/squmj.2016.17.01.004
  • Agthong S, Wiwanitkit V. Cadaver donation: a retrospective review at the King Chulalongkorn Memorial Hospital, Bangkok. Southeast Asian J Trop Med Public Health. 2002;33 Suppl 3:166-167
  • Winkelmann A, Güldner FH. Cadavers as teachers: the dissecting room experience in Thailand [published correction appears in BMJ. 2005 Jan 8;330[7482]:82]. BMJ. 2004;329[7480]:1455-1457. doi:10.1136/bmj.329.7480.1455
  • Sakai T. Historical development of modern anatomy education in Japan. Kaibogaku Zasshi. 2007;82[2]:63-71. doi:10.11364/jhep.82.2_63
  • McClea K, Stringer MD. The profile of body donors at the Otago School of Medical Sciences--has it changed?. N Z Med J. 2010;123[1312]:9-17. Published 2010 Apr 9.
  • Cornwall J. Annual variation of body donor registrations in New Zealand. Eur J Anat. 2014;18:55-59
  • Park JT, Jang Y, Park MS, et al. The trend of body donation for education based on Korean social and religious culture. Anat Sci Educ. 2011;4[1]:33-38. doi:10.1002/ase.198
  • da Rocha AO, de Campos D, Farina MA, Pacini GS, Girotto MC, Hilbig A. Using body donor demographics to assist the implementation of donation programs in Brazil. Anat Sci Educ. 2017;10[5]:475-486. doi:10.1002/ase.1687
  • da Rocha AO, Tormes DA, Lehmann N, Schwab RS, Canto RT. The body donation program at the Federal University of Health Sciences of Porto Alegre: a successful experience in Brazil. Anat Sci Educ. 2013;6[3]:199-204. doi:10.1002/ase.1335
  • Zhang L, Xiao M, Gu M, Zhang Y, Jin J, Ding J. An overview of the roles and responsibilities of Chinese medical colleges in body donation programs. Anat Sci Educ. 2014;7[4]:312-320. doi:10.1002/ase.1422
  • Kramer B, Hutchinson EF. Transformation of a cadaver population: Analysis of a South African cadaver program, 1921-2013. Anat Sci Educ. 2015;8[5]:445-451. doi:10.1002/ase.1505
  • Subasinghe SK, Jones DG. Human body donation programs in Sri Lanka: Buddhist perspectives. Anat Sci Educ. 2015;8[5]:484-489. doi:10.1002/ase.1525
  • Taylor SJ, Wilson DJ. The Human Tissue Act [2004], anatomical examination and the importance of body donation in Northern Ireland. Ulster Med J. 2007;76[3]:124-126
  • Bolt S. Dead bodies matter: gift giving and the unveiling of body donor monuments in the Netherlands. Med Anthropol Q. 2012;26[4]:613-634. doi:10.1111/maq.12010
  • Chakraborty SK, Khan H, Islam S, Yousuf BA. Body donation and its significance in anatomy learning in Bangladesh-a review. Bangladesh J Anat. 2010;8[2]:85-88
  • Gangata H, Ntaba P, Akol P, Louw G. The reliance on unclaimed cadavers for anatomical teaching by medical schools in Africa. Anat Sci Educ. 2010;3[4]:174-183. doi:10.1002/ase.157
  • Anyanwu GE, Udemezue OO, Obikili EN. Dark age of sourcing cadavers in developing countries: a Nigerian survey. Clin Anat. 2011;24[7]:831-836. doi:10.1002/ca.21187
  • Jones DG, Whitaker MI. Anatomy's use of unclaimed bodies: reasons against continued dependence on an ethically dubious practice. Clin Anat. 2012;25[2]:246-254. doi:10.1002/ca.21223
  • Rokade SA, Gaikawad AP. Body donation in India: social awareness, willingness, and associated factors. Anat Sci Educ. 2012;5[2]:83-89. doi:10.1002/ase.1263
  • 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[9]:1293-1300
  • Biasutto SN, Sharma N, Weiglein AH, et al. Human bodies to teach anatomy: importance and procurement: experience with cadaver donation. Rev Argent Anat Clin. 2014;6[2]:72-86
  • EwonuBari EB, Watson JT, Amaza DS, Madueke NM, Donatus AA, Effiong OE. Problems and prospects of acquisition of human cadaver for medical education in Nigeria. J Pak Med Assoc. 2012;62[11]:1134-1136
  • Anyanwu EG, Obikili EN, Agu AU. The dissection room experience: A factor in the choice of organ and whole body donation--a Nigerian survey. Anat Sci Educ. 2014;7[1]:56-63. doi:10.1002/ase.1370
  • Sendemir E. On the difficulties to obtain body donations. Ann Anat. 2014;196[S 1]:261
  • De Caro R, Macchi V, Porzionato A. Promotion of body donation and use of cadavers in anatomical education at the University of Padova. Anat Sci Educ. 2009;2[2]:91-92. doi:10.1002/ase.69
  • Cornwall J. Don't ask, don't tell - who should promote body donation programs in the public domain? Australas Med J. 2011;4[8]:458-459. doi:10.4066/AMJ.2011.929
  • Cornwall J, Perry GF, Louw G, Stringer MD. Who donates their body to science? An international, multicenter, prospective study. Anat Sci Educ. 2012;5[4]:208-216. doi:10.1002/ase.1278
  • Atay, İ., Seçgin, Y., & Yılmaz, N. [2024]. Kadavra bağışına Türkiye ve dünyadaki yaklaşım. Unika Sağlık Bilimleri Dergisi, 4[2], 883-888
  • Halou H, Chalkias A, Mystrioti D, Iacovidou N, Vasileiou PV, Xanthos T. Evaluation of the willingness for cadaveric donation in Greece: a population-based study. Anat Sci Educ. 2013;6[1]:48-55. doi:10.1002/ase.1304
  • Boulware LE, Ratner LE, Cooper LA, LaVeist TA, Powe NR. Whole body donation for medical science: a population-based study. Clin Anat. 2004;17[7]:570-577. doi:10.1002/ca.10225
  • Perry GF, Ettarh RR. Age modulates attitudes to whole body donation among medical students. Anat Sci Educ. 2009;2[4]:167-172. doi:10.1002/ase.86
  • Green C, Bowden D, Molony D, Burke N, Felle P, Dudeney S. Attitudes of the medical profession to whole body and organ donation. Surgeon. 2014;12[2]:73-77. doi:10.1016/j.surge.2013.06.002
  • Arráez-Aybar LA, Bueno-López JL, Moxham BJ. Anatomists' views on human body dissection and donation: an international survey. Ann Anat. 2014;196[6]:376-386. doi:10.1016/j.aanat.2014.06.004

Anatomi Eğitiminde Diseksiyon ve Güncel Yaklaşımlar

Yıl 2024, Cilt: 15 Sayı: 4, 650 - 656, 31.12.2024
https://doi.org/10.18663/tjcl.1597454

Öz

Anatomi eğitiminde vücut bağışı, dünya genelinde çeşitli coğrafi bölgelerde önemli farklılıklar göstermektedir. Bazı ülkelerde, özellikle Avrupa ve Amerika'nın çoğu bölgesinde, köklü ve başarılı bağış programları bulunmaktadır. Bu programlar, tıp öğrencilerine ve araştırmacılara yeterli sayıda kadavra sağlamakta ve sürekli bir eğitim ortamı oluşturmaktadır. Ancak, diğer bölgelerde, özellikle Asya, Afrika ve Orta Doğu'da, vücut bağışı konusunda belirgin eksiklikler yaşanmaktadır. Bu farklılıkların birçok nedeni vardır. Öncelikle, kültürel ve dini faktörler bağış oranlarını etkilemektedir. Bazı toplumlarda vücudun bütünlüğüne verilen önem, bağış yapma isteğini azaltabilirken, diğer toplumlarda ise bağış yapma kültürel bir norm haline gelmiştir. Bazı ülkelerde, bağışı teşvik etmek için etkin yasal çerçeveler bulunurken, diğerlerinde bu düzenlemeler yetersiz veya eksiktir.
Anatomi eğitimi için vücut bağışının önemi giderek daha anlaşılır hale gelmektedir. Bu çerçevede, bağış programlarının geliştirilmesi ve sürdürülmesi için çeşitli adımlar atılmalıdır. Bunlar arasında, yasal düzenlemelerin iyileştirilmesi, etik yönergelerin oluşturulması ve farkındalık kampanyaları yer alabilir. Ayrıca, bağışçıların profillerinin belirlenmesi ve güven ilişkisinin sürdürülmesi de büyük önem taşımaktadır. Yerel faktörler ve toplumların ihtiyaçlarını göz önünde bulunduran ulusal ve uluslararası araştırmalar, başarılı bir sürecin temelini oluşturabilir.

Kaynakça

  • Pabst R, Rothkötter HJ. Retrospective evaluation of undergraduate medical education by doctors at the end of their residency time in hospitals: consequences for the anatomical curriculum. Anat Rec. 1997;249[4]:431-434. doi:10.1002/[SICI]1097-0185[199712]249:4<431:AID-AR1>3.0.CO;2-U
  • Arráez-Aybar LA, Sánchez-Montesinos I, Mirapeix RM, Mompeo-Corredera B, Sañudo-Tejero JR. Relevance of human anatomy in daily clinical practice. Ann Anat. 2010;192[6]:341-348. doi:10.1016/j.aanat.2010.05.002
  • Pawlina W, Lachman N. Dissection in learning and teaching gross anatomy: rebuttal to McLachlan. Anat Rec B New Anat. 2004;281[1]:9-11. doi:10.1002/ar.b.20038
  • Rizzolo LJ, Stewart WB. Should we continue teaching anatomy by dissection when ...?. Anat Rec B New Anat. 2006;289[6]:215-218. doi:10.1002/ar.b.20117
  • McLachlan JC. New path for teaching anatomy: living anatomy and medical imaging vs. dissection. Anat Rec B New Anat. 2004;281[1]:4-5. doi:10.1002/ar.b.20040
  • McLachlan JC, Patten D. Anatomy teaching: ghosts of the past, present and future. Med Educ. 2006;40[3]:243-253. doi:10.1111/j.1365-2929.2006.02401.x
  • Gunderman RB, Wilson PK. Viewpoint: exploring the human interior: the roles of cadaver dissection and radiologic imaging in teaching anatomy. Acad Med. 2005;80[8]:745-749. doi:10.1097/00001888-200508000-00008
  • Jastrow H, Vollrath L. Teaching and learning gross anatomy using modern electronic media based on the visible human project. Clin Anat. 2003;16[1]:44-54. doi:10.1002/ca.10062
  • Lim KH, Loo ZY, Goldie SJ, Adams JW, McMenamin PG. Use of 3D printed models in medical education: A randomized control trial comparing 3D prints versus cadaveric materials for learning external cardiac anatomy. Anat Sci Educ. 2016;9[3]:213-221. doi:10.1002/ase.1573
  • Lempp HK. Perceptions of dissection by students in one medical school: beyond learning about anatomy. A qualitative study. Med Educ. 2005;39[3]:318-325. doi:10.1111/j.1365-2929.2005.02095.x
  • Cahill DR, Leonard RJ, Weiglein AH, von Lüdinghausen M. Viewpoint: unrecognized values of dissection considered. Surg Radiol Anat. 2002;24[3-4]:137-139. doi:10.1007/s00276-002-0053-2
  • Granger NA. Dissection laboratory is vital to medical gross anatomy education. Anat Rec B New Anat. 2004;281[1]:6-8. doi:10.1002/ar.b.20039
  • Johnson EO, Charchanti AV, Troupis TG. Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching. Anat Sci Educ. 2012;5[6]:354-366. doi:10.1002/ase.1296
  • Johnson EO, Charchanti AV, Troupis TG. Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching. Anat Sci Educ. 2012;5[6]:354-366. doi:10.1002/ase.1296
  • Korf HW, Wicht H, Snipes RL, et al. The dissection course - necessary and indispensable for teaching anatomy to medical students. Ann Anat. 2008;190[1]:16-22. doi:10.1016/j.aanat.2007.10.001
  • Moxham BJ, Plaisant O. The history of the teaching of gross anatomy-how we got to where we are. Eur J Anat. 2014;18[3]:219-244
  • Riederer BM. Plastination and its importance in teaching anatomy. Critical points for long-term preservation of human tissue. J Anat. 2014;224[3]:309-315. doi:10.1111/joa.12056
  • Khan AN, Baig S, Zain S. Importance of cadaveric dissection in learning gross anatomy. Clin Anat. 2020;33[2]:150-157. doi:10.1002/ca.23567
  • Jones DG. Searching for good practice recommendations on body donation across diverse cultures. Clin Anat. 2016;29[1]:55-59. doi:10.1002/ca.22648
  • Riederer BM. Body donations today and tomorrow: What is best practice and why?. Clin Anat. 2016;29[1]:11-18. doi:10.1002/ca.22641
  • Ghosh SK. Human cadaveric dissection: a historical account from ancient Greece to the modern era. Anat Cell Biol. 2015;48[3]:153-169. doi:10.5115/acb.2015.48.3.153
  • Hildebrandt S. Capital punishment and anatomy: history and ethics of an ongoing association. Clin Anat. 2008;21[1]:5-14. doi:10.1002/ca.20571
  • Garment A, Lederer S, Rogers N, Boult L. Let the dead teach the living: the rise of body bequeathal in 20th-century America. Acad Med. 2007;82[10]:1000-1005. doi:10.1097/ACM.0b013e318149e986
  • Hulkower R. From sacrilege to privilege: The tale of body procurement for anatomical dissection in the United States. Einstein J Biol Med. 2011;27[1]:23-28. doi:10.3171/ejbm.27.1.23
  • Narayana A. Medical science in ancient Indian culture with special reference to Atharvaveda. Bull Indian Inst Hist Med Hyderabad. 1995;25[1-2]:100-110
  • Mitra J. Glimpses of the advancement of medical science as depicted in the Mahäbhärata. Bull Indian Inst Hist Med Hyderabad. 1995;25[1-2]:20-37
  • Prasad PV. Atharvaveda and its materia medica. Bull Indian Inst Hist Med Hyderabad. 2000;30[2]:83-92
  • Mukherjee PK, Nema NK, Venkatesh P, Debnath PK. Changing scenario for promotion and development of Ayurveda--way forward. J Ethnopharmacol. 2012;143[2]:424-434. doi:10.1016/j.jep.2012.07.036
  • Magee R. Art macabre: resurrectionists and anatomists. ANZ J Surg. 2001;71[6]:377-380
  • Yammine K. The current status of anatomy knowledge: where are we now? Where do we need to go and how do we get there?. Teach Learn Med. 2014;26[2]:184-188. doi:10.1080/10401334.2014.883985
  • Tamuli RP, Sarmah S, Saikia B. Organ donation-attitude and awareness among undergraduates and postgraduates of North-East India. J Family Med Prim Care. 2019;8[1]:130-136
  • Sahu SK, Rath B, Rath S, Panigrahi S. Knowledge and attitude of educated people towards organ and body donation: A cross-sectional study in Southern Odisha. Sch J Appl Med Sci. 2017;5:2456-2462
  • Bharambe V, Puranam V, Manvikar PR, Bajpayee P. Anatomy acts in India: a review. Eur J Anat. 2019;23[6]:469-477
  • Habbal O. The Science of Anatomy: A historical timeline. Sultan Qaboos Univ Med J. 2017;17[1]:e18-e22. doi:10.18295/squmj.2016.17.01.004
  • Agthong S, Wiwanitkit V. Cadaver donation: a retrospective review at the King Chulalongkorn Memorial Hospital, Bangkok. Southeast Asian J Trop Med Public Health. 2002;33 Suppl 3:166-167
  • Winkelmann A, Güldner FH. Cadavers as teachers: the dissecting room experience in Thailand [published correction appears in BMJ. 2005 Jan 8;330[7482]:82]. BMJ. 2004;329[7480]:1455-1457. doi:10.1136/bmj.329.7480.1455
  • Sakai T. Historical development of modern anatomy education in Japan. Kaibogaku Zasshi. 2007;82[2]:63-71. doi:10.11364/jhep.82.2_63
  • McClea K, Stringer MD. The profile of body donors at the Otago School of Medical Sciences--has it changed?. N Z Med J. 2010;123[1312]:9-17. Published 2010 Apr 9.
  • Cornwall J. Annual variation of body donor registrations in New Zealand. Eur J Anat. 2014;18:55-59
  • Park JT, Jang Y, Park MS, et al. The trend of body donation for education based on Korean social and religious culture. Anat Sci Educ. 2011;4[1]:33-38. doi:10.1002/ase.198
  • da Rocha AO, de Campos D, Farina MA, Pacini GS, Girotto MC, Hilbig A. Using body donor demographics to assist the implementation of donation programs in Brazil. Anat Sci Educ. 2017;10[5]:475-486. doi:10.1002/ase.1687
  • da Rocha AO, Tormes DA, Lehmann N, Schwab RS, Canto RT. The body donation program at the Federal University of Health Sciences of Porto Alegre: a successful experience in Brazil. Anat Sci Educ. 2013;6[3]:199-204. doi:10.1002/ase.1335
  • Zhang L, Xiao M, Gu M, Zhang Y, Jin J, Ding J. An overview of the roles and responsibilities of Chinese medical colleges in body donation programs. Anat Sci Educ. 2014;7[4]:312-320. doi:10.1002/ase.1422
  • Kramer B, Hutchinson EF. Transformation of a cadaver population: Analysis of a South African cadaver program, 1921-2013. Anat Sci Educ. 2015;8[5]:445-451. doi:10.1002/ase.1505
  • Subasinghe SK, Jones DG. Human body donation programs in Sri Lanka: Buddhist perspectives. Anat Sci Educ. 2015;8[5]:484-489. doi:10.1002/ase.1525
  • Taylor SJ, Wilson DJ. The Human Tissue Act [2004], anatomical examination and the importance of body donation in Northern Ireland. Ulster Med J. 2007;76[3]:124-126
  • Bolt S. Dead bodies matter: gift giving and the unveiling of body donor monuments in the Netherlands. Med Anthropol Q. 2012;26[4]:613-634. doi:10.1111/maq.12010
  • Chakraborty SK, Khan H, Islam S, Yousuf BA. Body donation and its significance in anatomy learning in Bangladesh-a review. Bangladesh J Anat. 2010;8[2]:85-88
  • Gangata H, Ntaba P, Akol P, Louw G. The reliance on unclaimed cadavers for anatomical teaching by medical schools in Africa. Anat Sci Educ. 2010;3[4]:174-183. doi:10.1002/ase.157
  • Anyanwu GE, Udemezue OO, Obikili EN. Dark age of sourcing cadavers in developing countries: a Nigerian survey. Clin Anat. 2011;24[7]:831-836. doi:10.1002/ca.21187
  • Jones DG, Whitaker MI. Anatomy's use of unclaimed bodies: reasons against continued dependence on an ethically dubious practice. Clin Anat. 2012;25[2]:246-254. doi:10.1002/ca.21223
  • Rokade SA, Gaikawad AP. Body donation in India: social awareness, willingness, and associated factors. Anat Sci Educ. 2012;5[2]:83-89. doi:10.1002/ase.1263
  • 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[9]:1293-1300
  • Biasutto SN, Sharma N, Weiglein AH, et al. Human bodies to teach anatomy: importance and procurement: experience with cadaver donation. Rev Argent Anat Clin. 2014;6[2]:72-86
  • EwonuBari EB, Watson JT, Amaza DS, Madueke NM, Donatus AA, Effiong OE. Problems and prospects of acquisition of human cadaver for medical education in Nigeria. J Pak Med Assoc. 2012;62[11]:1134-1136
  • Anyanwu EG, Obikili EN, Agu AU. The dissection room experience: A factor in the choice of organ and whole body donation--a Nigerian survey. Anat Sci Educ. 2014;7[1]:56-63. doi:10.1002/ase.1370
  • Sendemir E. On the difficulties to obtain body donations. Ann Anat. 2014;196[S 1]:261
  • De Caro R, Macchi V, Porzionato A. Promotion of body donation and use of cadavers in anatomical education at the University of Padova. Anat Sci Educ. 2009;2[2]:91-92. doi:10.1002/ase.69
  • Cornwall J. Don't ask, don't tell - who should promote body donation programs in the public domain? Australas Med J. 2011;4[8]:458-459. doi:10.4066/AMJ.2011.929
  • Cornwall J, Perry GF, Louw G, Stringer MD. Who donates their body to science? An international, multicenter, prospective study. Anat Sci Educ. 2012;5[4]:208-216. doi:10.1002/ase.1278
  • Atay, İ., Seçgin, Y., & Yılmaz, N. [2024]. Kadavra bağışına Türkiye ve dünyadaki yaklaşım. Unika Sağlık Bilimleri Dergisi, 4[2], 883-888
  • Halou H, Chalkias A, Mystrioti D, Iacovidou N, Vasileiou PV, Xanthos T. Evaluation of the willingness for cadaveric donation in Greece: a population-based study. Anat Sci Educ. 2013;6[1]:48-55. doi:10.1002/ase.1304
  • Boulware LE, Ratner LE, Cooper LA, LaVeist TA, Powe NR. Whole body donation for medical science: a population-based study. Clin Anat. 2004;17[7]:570-577. doi:10.1002/ca.10225
  • Perry GF, Ettarh RR. Age modulates attitudes to whole body donation among medical students. Anat Sci Educ. 2009;2[4]:167-172. doi:10.1002/ase.86
  • Green C, Bowden D, Molony D, Burke N, Felle P, Dudeney S. Attitudes of the medical profession to whole body and organ donation. Surgeon. 2014;12[2]:73-77. doi:10.1016/j.surge.2013.06.002
  • Arráez-Aybar LA, Bueno-López JL, Moxham BJ. Anatomists' views on human body dissection and donation: an international survey. Ann Anat. 2014;196[6]:376-386. doi:10.1016/j.aanat.2014.06.004
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Tıp Eğitimi
Bölüm Derleme
Yazarlar

Enes Kara 0000-0001-8784-1133

Yayımlanma Tarihi 31 Aralık 2024
Gönderilme Tarihi 6 Aralık 2024
Kabul Tarihi 19 Aralık 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 15 Sayı: 4

Kaynak Göster

APA Kara, E. (2024). Dissection and Current Approaches in Anatomy Education. Turkish Journal of Clinics and Laboratory, 15(4), 650-656. https://doi.org/10.18663/tjcl.1597454
AMA Kara E. Dissection and Current Approaches in Anatomy Education. TJCL. Aralık 2024;15(4):650-656. doi:10.18663/tjcl.1597454
Chicago Kara, Enes. “Dissection and Current Approaches in Anatomy Education”. Turkish Journal of Clinics and Laboratory 15, sy. 4 (Aralık 2024): 650-56. https://doi.org/10.18663/tjcl.1597454.
EndNote Kara E (01 Aralık 2024) Dissection and Current Approaches in Anatomy Education. Turkish Journal of Clinics and Laboratory 15 4 650–656.
IEEE E. Kara, “Dissection and Current Approaches in Anatomy Education”, TJCL, c. 15, sy. 4, ss. 650–656, 2024, doi: 10.18663/tjcl.1597454.
ISNAD Kara, Enes. “Dissection and Current Approaches in Anatomy Education”. Turkish Journal of Clinics and Laboratory 15/4 (Aralık 2024), 650-656. https://doi.org/10.18663/tjcl.1597454.
JAMA Kara E. Dissection and Current Approaches in Anatomy Education. TJCL. 2024;15:650–656.
MLA Kara, Enes. “Dissection and Current Approaches in Anatomy Education”. Turkish Journal of Clinics and Laboratory, c. 15, sy. 4, 2024, ss. 650-6, doi:10.18663/tjcl.1597454.
Vancouver Kara E. Dissection and Current Approaches in Anatomy Education. TJCL. 2024;15(4):650-6.


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