https://www.ijmhr.org/ijar.htm editor_anatomy@ijmhr.org
ISSN:       2321-4281 (E) 2321-8967 (P)

IJAR.2018.218

DOWNLOAD PDF
Table of Contents

Type of Article:  Review Article

Volume 6; Issue 3.1 (July 2018)

Page No.: 5414-5419

DOI: https://dx.doi.org/10.16965/ijar.2018.218

PROFESSIONALISM IN CLINICAL ANATOMY BASED ONCADAVER DISSECTION: THE IMPORTANCE OF PRINCIPLESAND IDEALS

Fatemeh Kermanian *1, Hoorvash Farajidana 2, Morteza Motaharipour 3.

*1 Department of anatomy, College of medicine,Alborzuniversity of medical sciences, Karaj, Iran

2 Department of emergency medicine and toxicology, College of medicine, Alborz university of medical sciences, Karaj, Iran

3 Department of Islamic education,College of medicine,Alborzuniversity of medical sciences, Karaj, Iran

Corresponding Author: Dr. Fatemeh Kermanian, Department of Anatomy, College of Medicine Alborz University of Medical Sciences, 1st. Golestan, Baghestan, Karaj, Iran. E-Mail: f.kermanian@abzums.ac.ir

ABSTRACT:

It would be helpful for a physician to understand ethics because they encounter many of the same ethical problems and questions as any human being.  However, beyond that, because of the nature of their work, there are specific moral questions and problems that arise: questions of confidentiality, patient rights, questions of life and death.  An understanding of ethics can help a physician get a clearer view in these difficult cases of the issue at hand, the possible courses of action, and the principles underlying right action.

Growing numbers of medical schools have begun to realize the important relationship between medical ethics and anatomy instruction and cadaver donation.  We in the anatomical sciences are standing right at the entrance of the bridge leading from college life to professional school.

This writing has been aimed to integrate medical ethics with traditional anatomy courses.  Such a program greatly benefits both students and faculty by requiring them to ethically think through the issues of deathand human mortality.

Key words: Ethics, Cadaver, Anatomy, Dissection.

REFERENCES

  1. Champney TH. A proposal for a policy on the ethical care and use of cadavers and their tissues. AnatSciEduc 2011;4:49–52.
  2. Hildebrandt S. Capital punishment and anatomy: history and ethics of an ongoing association. ClinAnat 2008;21: 5-14.
  3. Wilkinson TM. Respect for the dead and the ethics of anatomy. ClinAnat 2014;27:286–290.
  4. National Board of Medical Examiners (NBME). 2003. Embedding professionalism in medical education: Assessment as a tool for implementation. Philadelphia: NBME p 1–14.
  5. Escobar-Poni B, Poni E. The role of gross anatomy in promoting professionalism: A neglected opportunity. ClinAnat. 2006;19:461-467.
  6. Swick HM. Toward a normative definition of medical professionalism. Acad Med 2000;75:612–616.
  7. McLachlan JC, Patten D. Anatomy teaching: ghosts of the past, present and future. Med Educ 2006; 40(3): 243-53.
  8. Bohl M, Bosch P, Hildebrandt S. Medical students’ perceptions of the body donor as a “First Patient” or “Teacher”: A pilot study. AnatSciEduc 2011;4(4): 208-213.
  9. Rizzolo LJ. Human dissection: an approach to interweaving the traditional and humanistic goals of medical education. AnatRec 2002;269(6): 242-248.
  10. Brenner E, Pais D. The philosophy and ethics of anatomy teaching. Eur J Anat 2014;18:353–360.
  11. Thistlethwaite J. Interprofessional education and the basic sciences: Rationale and outcomes. AnatSciEduc 2015; 8:299–304.
  12. Dinsmore CE, Daugherty S, Zeitz HJ. Student responses to the gross anatomy laboratory in a medical curriculum. ClinAnat 2011;14:231-236.
  13. Leboulanger First cadaver dissection: Stress, preparation, and emotional experience. Europ Ann Otorhin Head & Neck Dis 2011;128:175-183.
  14. McGarvey MA, Farrell T, Conroy RM, Kandiah S, Monkhouse WS. Dissection: a positive experience. ClinAnat 2001;14:227-230.
  15. AbbasiAsl J, Nikzad H, Taherian A, Atlasi MA, Naderian H, Mousavi G, MotalebiKashani M, Omidi Cultural Acceptability and Personal Willingness of Iranian Students Toward Cadaveric Donation. AnatSciEduc 2017;10(2):120-126.
  16. Pawlina W. Professionalism and anatomy: How do these two terms define our role? ClinAnat 2006;19:391–392.
  17. Kumar D, Nim VK, Jayagandhi S, Alexander T. Cadaver disrobing: A novel initiative to stimulate affective domain in the first year M.B.B.S students. Int J AnatRes 2017;5(1):3333-3337.
  18. Jones G, King MR. Maintaining the anonymity of cadavers in medical education: Historic relic or educational and ethical necessity? AnatSciEduc 2017;10:87–97.
  19. Prakash PLV, Rai R, D’costa S, Jiji PJ, Singh G. 2007. Cadavers as teachers in medical education: knowledge is the ultimate gift of body donors. Singapore Med J 2007;48(3):186-189.
  20. Dyer C. New rights act will hit clinical negligence.Health Serv J. 200;20:31.
  21. Hilton S. Medical professionalism: How can we encourage it in our students? Clean Teach 2004;1:69-73.
  22. Phillips AW, Smith SG, Straus CM. Driving deeper learning by assessment: an adaptation of the Revised Bloom’s Taxonomy for medical imaging in gross anatomy. Academic radiology. 2013 Jun 1;20(6):784-9.
  23. Riederer BM. Body Donations Today and Tomorrow: What is Best Practice and Why? Clinical Anatomy 2016;29:11–18.

 

Cite this article: Fatemeh Kermanian, Hoorvash Farajidana, Morteza Motaharipour. PROFESSIONALISM IN CLINICAL ANATOMY BASED ONCADAVER DISSECTION: THE IMPORTANCE OF PRINCIPLESAND IDEALS. Int J Anat Res 2018;6(3.1):5414-5419. DOI: 10.16965/ijar.2018.218