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"ournal of #edical $thics and %istory of #edicine


&s dissection humane'
(abinda %asan
Department of anatomy, Faculty of #edicine, "a)an *ni+ersity, ,audi -rabia $mail:
drtabindahasan./mail.com
0ecei+ed: 2! 1o+ 200
-ccepted: 2 #ar 20 3ublished: 04 -pr 20 " #ed $thics %ist #ed, 20, 2:2 5 20
(abinda %asan6 licensee (ehran *ni+. #ed. ,ci.
-bstract
Dissection is bein/ jeopardi)ed in the modern medical education. &t has unrelentin/ly
faced the lashes of time and has been the scape/oat for numerous con+enient curricula
reforms and subjecti+e biases. (he cada+er is unparallel in establishin/ core 7nowled/e
amon/ the medical community and it needs to be appreciated in a new li/ht in the 8cyber
anatomy8 realm of today. (his article elucidates the medical and ethical +alidity of
continuin/ human body dissection in medicine which outwei/hs all the prejudices
associated with it.
9eywords: :ada+er, Dissection, $ducation, $thics
&ntroduction $+er since the ad+ent of medicine, life sciences ha+e been runnin/ parallel to
therapeutic sciences in formin/ the concepts of human life and the treatment of diseases
which threaten it. (he basic re;uisites for understandin/ man<s diseases come only after
understandin/ man<s body. ,ince times immemorial, the cada+er has been the
fundamental and oldest source for pro+idin/ /ross morpholo/ic details of human anatomy
to medical learners. What is dissection' Dissection =also called anatomi)ation> is usually
the process of disassemblin/ and obser+in/ the human body to determine its internal
structure and as an aid to discern the functions and relation?ships of its components.
Dissection is often performed as a part of determinin/ a cause of death in autopsy and is
an intrinsic part of forensic medicine. Discussion (he issue of human dissection6 an
e+erlastin/ moral debate:
(he dissection of humans has always been an object of contro+ersy amon/ the sta7e
holders of the reli/ious and ci+ili)ed society =>. (here are many who consider dissection
to be the ultimate insult to the dead and the most e@treme breech of pri+acy of a person.
,ome philosophers label dissection as a 8blasphemous8 +iolation of humani?ty itself and
the 8last act of torment8 e+er possible. ,till, cada+er dissection has continued in the
medical curriculum because of the ob+ious benefits of deli+erin/ first hand, unabrid/ed
and ori/inal morpholo/ical information of the human body .(he di+er/in/ schools of
thou/ht ha+e not deterred the practical and clinically oriented medical / sur/ical institutions
in continuin/ their cada+er oriented studies.
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%istory of dissection &n the past, anatomi)ation of the body of con?+icted persons was
sometimes ordered as part of the punishment. (he bodies were ta7en to the local
slau/hterhouse, dismembered and their remains were denied a burial as a symbol of
insult. (he earliest science oriented systematic hu?man dissections were carried out by the
Aree7s in the early part of the third century B:. &n the !th century :hristian $urope,
dissection and autopsy of humans was re/ularly carried out with reasonable socio?cultural
and reli/ious acceptance. (hrou/hout history, the dissection of human cada+ers for
medical education has e@perienced +arious cycles of le/ali)ation and proscription in
different countries. But no uni+ersal prohibition of dissection or autopsy was e@ercised
durin/ the middle a/es. (hen in modern history, many scandals clouded the dissection
labs. (he ways to obtain a body from 8front doors8 were full of le/al hurdles and promptin/
many institutions to consort to unethical means, because the only bodies le/ally a+ailable
were those of e@ecuted criminals which were scant to meet the risin/ educational
demands. &n the Cth century there were increased incidents of /ra+e robberies in the
*nited ,tates. (he most notorious incident occurred in 7DD in 1ew Eor7, where a doctor
wa+ed to a child with the hand the mother<s corpse that had been robbed of its /ra+e =>.
&n response to this e+ent, a law was passed in 1ew Eor7 in 7DC that prohibited the
robbin/ of tombs .(hen there was the William Bur7e and William %are scandal of D2C
who were found /uilty of 7illin/ the /uests at their boardin/ house and sellin/ their bodies
for dissection. Bur7e was hun/, dissected, and e@hibited as an apt punishment for his
deeds =2>. (hese incidents led to formulation of new laws that le/ali)ed dissection of all
un?claimed or +oluntarily donated bodies. (he present situation *nfortunately, the current
laws dealin/ with commerciali)ation of human bodies are not immune to loopholes,
tedious procedures and strin/ent biases. (his has stimulated unethical practices for
obtainin/ cada+ers on one hand and the 8student? cada+er ratio8 bein/ put in serious
jeopardy on the other hand in the modern acade?mia.
(he barriers to continuin/ human dissection are not only socio?reli/ious. (here are lo/istic
and or/ani)ational barriers also6 includin/ the time constraints of modern medical
curricula, lac7 of dissection trained personnel, scarcity of sufficient dead bodies a+ailable
for dissection, student o+erloads, costly maintenance of dissection labs, health ris7s of
prolon/ed formalin e@posure and dead body contact6 alon/ with the ethical issues of
human body e@ploitation as well. (he introduction of computers as an alterna?ti+e teachin/
tool has brou/ht some relief to the stifled, o+erburdened education system of the 2st
century medicine. (he computers ha+e emer/ed as 8;uic7 relief8 potions in the times of
cumbersome, didactic, superfluous /ross anatomy. *nli7e a cada+er, they are free from
formalin smell, ris7 of dead body related infections and donFt re;uire the speciali)ed
trainin/ of dissection. :omputers are time and cost friendly, aesthetical and easily
manipulated, to obtain di+erse +iew points. (hey pro+ide colorful re+ersible and repeatable
di/ital information and hense6 they ha+e procured many patrons in the medical education
community =!>. 3resently, the medical education community has polari)ed into two belief
systems6 the Gpro?dissection traditionalistsF who consider dissection as an inte/ral part of
anatomy education and the Ganti?dissection modernistsF who re/ard dissection as obsolete
and dispensable =2>. (he deeper issue that needs to be considered (he enormous
ad+ances of computer based learnin/ cannot be undermined. %owe+er, despite all their
technolo/y, the computers can ne+er simulate the 8real8 in terms of establishin/ struc?tural
concepts =H>. (hey cannot achie+e the +ariations, patholo/y and biodynamics of man<s
body, and, with all their ad+ancements, will still remain an artificial synthetic medium.
%ence, they can not instill core anatomy 7nowled/e amon/ the8 upcomin/ health
personnel8 in much the same way as a cada+er can. (he student who is depri+ed of
cada+er based learnin/ will only see the appearance or location of a body structure but
he /she will ne+er be able to feel the te@ture, friability, tou/h?ness or elasticity of that
structure. ,uch learnin/ will be superficial, protocol ? oriented learnin/ and hence, can not
be re/arded as a deep approach to learnin/ =2>. (he replacement of acti+e dissection time
by di/ital labs mi/ht produce a /eneration of confused, ill informed physicians and
sur/eons who ha+e been spoon?fed on 8intan/ible, abrid/ed concepts8 and who are
unfamiliar with the com?plete reality of human body and life. (his /amble on technolo/y
may be too ris7y in terms of patient<s safety and well bein/ which will lie solely in the hands
of these future careta7ers of health. %ence, the modern technolo/ical amenities should be
reassessed in terms of their 8functional, co/niti+e utility8 rather than their 8con+enience8.
(he cada+er has sur+i+ed the most important test of peda/o/ical fitness? 8the test of
times8. Dissection is unparallel as an educational tool for instillin/ /ross anatomy
concepts. (here are lon/ term co/niti+e benefits to the students of an acti+e learnin/
process in+ol+ed in cuttin/ throu/h
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+arious layers to e@pose morpholo/ic details in a step wise manner. &t pro+ides an ideal
trainin/ /round for future biomedical applications, clinical endea+ors and in+asi+e
procedures .(he psycho ?+isual?tactile multi?sensory stimuli that are part of a dissection
ritual lea+e an indelible mar7 on the minds of learners and aids recall =2>. (his hypothe?sis
has been statistically pro+ed by impro+ed e@am scores of cada+er dissection /roups as
compared to inter+ention /roups usin/ other learnin/ alterna?ti+es =H>. (he computers
pro+ide intricate multidimen?sional spatial confi/urations while the cada+ers instill
psychomotor de@terity, le@ical enhancement and bioethical +alues. (hey reflect two
different approaches to learnin/ and combined6 they can wor7 wonders in the medical
system =H, 4> and produce doctors who can wor7 more effecti+ely towards an ideal
fulfillment of the %ippocrates oath. %uman dissection: an ethical perspecti+e (he ri/ht to a
decent burial is the most basic ri/ht of any human bein/. (he cada+er remains depri+ed of
this ri/ht for the benefit of our medical students and future care ta7ers of health. - cada+er
helps to preser+e life science e+en in death .(his is a symbol of /enerosity at its )enith
and it deser+es our e@treme /ratitude and re+erence. (he immense coura/e needed to
/i+e away the body of a lo+ed one for dissection must be ac7nowled/ed and respected by
all. $+en thou/h withholdin/ the cremation of the dead is +iewed by many moral s7eptics
as inhu?man, unsocial and a/ainst reli/ion6 and there are comple@ ethico?le/al issues of
autonomy as well6 still we must remember that beneath this +iolation of normal human
rituals, underlies a much deeper benefit to humanity.
(he intimate study of the dead is the only way to effecti+ely train our future physicians and
sur/eons in the intricacies of human body. (he bioethical +alues and reflecti+e learnin/
stimulated by the study of the dead help medical students to deal with issues concernin/
life, death and dyin/ at a relati+ely early sta/e in their medical career which will ultimately
train them towards bein/ better doctors. Dissection enhances communica?tion, team wor7,
leadership, e@periential learnin/ and /roup dynamics. #ost importantly, it enables the
student to confidently face the picture of death that is so important in treatin/ life. (his
e@perience cannot come throu/h any other source of simula?tion and there is no short cut
way around it. :ada+er dissection imparts to the medical learner that much needed
stren/th of character that he/she will need durin/ future clinical or hospital emer?/ency
settin/s. - student trained on the cada+er will not become baffled or ner+ous at the si/ht of
impendin/ death or life threatenin/ trauma and this perse+erance and steadfastness will
determine and define his /her role as a doctor and health care /i+er in future. -lon/ a
wider picture, the thorou/h 7nowled/e of the human body /ained throu/h dissection will
pre+ent accidental dama/es to the related structures durin/ in+asi+e and non in+asi+e
procedures and impart better clinical s7ills to medical personnel. (he recent obsessi+e
interest of /eneral public with the anatomic details of human body is e+ident by the hu/e
popularity of anatomy art shows and body e@hibitions in the so called 8body worlds8=7>. But
the +ery concept of such obscene displays is ;uestionable. ,uch displays are only there
for the sole purpose of callously attractin/ money by ma7in/ a bawdy e@hibit of the pri+acy
of another human bein/ li7e us. (hey lac7 the noble intention of impartin/ any medical
7nowled/e to the future careta7ers of health =+ery unli7e dissections>. ,uch shows are an
insult to the dead. (hey donFt lie in the same lea/ue as cada+er dissections where the first
lesson learnt by medical under/raduates is that of re+erence to the human body which is
their temple of learnin/ and applicable 7nowled/e. :onclusion When we deal with the
dead, the mar/in be?tween ethical and unethical is hair lined and fra/ile. &t is +ery
important to define the boundary between meanin/ful, judicious use, commercial
e@ploitation and ra+enous abuse. (he purpose should be noble and ethically justified if we
are to use6 as a mere tool6 another person who once had a full life le/end behind him. Iur
moti+es should be clear, produc?ti+e and humane if we are to deal with cada+ers. (he
pi+otal role of the cada+er in the assimi?lation of core biomedical 7nowled/e amon/
medical learners cannot be disre/arded and hence, it must remain a central tool in medical
education. (he barriers to dissection are mainly lo/istic and psycholo/ical6 an issue that
can be sol+ed throu/h proper strate/ic or/ani)ational plannin/ and an impro+ed access to
scientifically oriented informa?tion in order to rule out emotional biases. -lso, the current
cada+er crisis faced by many medical institutions can be resol+ed throu/h increased
awareness and proacti+e community in+ol+ement. :ada+er donation, if done in an
ethically, morally and le/ally justified manner, can help to preser+e our cada+er herita/e as
the essence of medical anatomy studies and clinical therapeu?tics. &t will reinstate the fast
declinin/ 8cada+er? student ratio8 which is paramount in the ma7in/ of future doctors and
sur/eons.
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0eferences
. %ildebrandt ,. :apital punishment and anatomy: history and ethics of an on/oin/
association. :lin -nat 200D6 2=>: H?2.
2. (ward -D, 3atterson %-. #,"-#-. From /ra+e robbin/ to /iftin/: cada+er supply in the
*nited ,tates. "-#- 20026 2D7: D!.
!. #ar7er D0, Bansal -9, "uluru 9, #a/id D. De+elopin/ a radiolo/y?based teachin/
approach for /ross anatomy in the di/ital era. -cad 0adiol 20067=D>: 0H7?4H.
2. Aran/er 1-. Dissection laboratory is +ital to medical /ross anatomy education. -nat
0ec B 1ew -nat 20026 2D: 4JD.
H. Biasutto ,1, :aussa K&, :riado del 0io K$. (eachin/ anatomy: cada+ers +s. computers'
-nn -nat 20046 DD: D7?C0.
4. 0i))olo K", 0ando W:, I<Brien #9, %aims -%, -brahams "", ,tewart WB. Desi/n,
implementation, and e+aluation of an inno+ati+e anatomy course. -nat ,ci $duc 2006
!=!>: 0C?20.
7. "ones DA. ,pea7in/ For (he Dead: :ada+ers in Biolo/y and #edicine. -sh/ate6
2000.
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"ournal of $ti7a #edis dan ,ejarah 9edo7teran
-pa7ah dise7si manusiawi'
(abinda %asan
Departemen anatomi, Fa7ultas 9edo7teran, *ni+ersitas "a)an, -rab ,audi $mail:
drtabindahasan./mail.com
Diterima: 2! 1o+ 200
Diterima: 2 #ar 20 Diterbit7an: 4 -pril 20 " #ed $ti7a %ist #ed, 20, 2:02 5 20
(abinda %asan, lisensi (eheran *ni+. #ed. ,ci.
-bstra7
Dissection sedan/ terancam dalam pendidi7an 7edo7teran modern. %al ini tanpa henti
men/hadapi cambu7an wa7tu dan telah menjadi 7ambin/ hitam untu7 berba/ai reformasi
7uri7ulum nyaman dan bias subye7tif. #ayat ini unparallel dalam memban/un
pen/etahuan inti di antara 7omunitas medis dan perlu dihar/ai dalam cahaya baru dalam
bidan/ 8anatomi cyber8 hari ini. -rti7el ini memapar7an +aliditas medis dan eti7a dise7si
tubuh manusia terus dalam pen/obatan yan/ melampaui semua prasan/7a yan/ ter7ait
den/annya.
9ata 7unci: 9ada+er, Dissection, 3endidi7an, $ti7a
3endahuluan ,eja7 munculnya 7edo7teran, ilmu 7ehidupan telah berjalan sejajar den/an
ilmu terapi dalam membentu7 7onsep 7ehidupan manusia dan pen/obatan penya7it yan/
men/ancam itu. ,yarat dasar untu7 memahami penya7it manusia datan/ hanya setelah
memahami tubuh manusia. ,eja7 dahulu 7ali, mayat tersebut telah menjadi sumber
mendasar dan tertua untu7 memberi7an rincian morfolo/i 7otor anatomi manusia untu7
pelajar medis. -pa dise7si' Dissection =ju/a disebut anatomi)ation> biasanya proses
pembon/7aran dan men/amati tubuh manusia untu7 menentu7an stru7tur internal dan
seba/ai bantuan untu7 membeda7an fun/si dan hubun/an?7apal dari 7omponen?
7omponennya. Dissection serin/ dila7u7an seba/ai ba/ian dari menentu7an penyebab
7ematian di otopsi dan merupa7an ba/ian ta7 terpisah7an dari 7edo7teran forensi7.
Dis7usi #asalah dise7si manusia, perdebatan moral yan/ abadi:
(he pembedahan manusia selalu menjadi obye7 7ontro+ersi di antara peme/an/ saham
dari masyara7at reli/ius dan beradab =>. -da banya7 yan/ men/an//ap dise7si menjadi
pen/hinaan utama untu7 oran/ mati dan sun/san/ palin/ e7strim pri+asi seseoran/.
Beberapa label filsuf dise7si seba/ai pelan//aran 8men/hujat8 dari 7emanu?ty sendiri dan
8tinda7an tera7hir dari si7saan8 pernah mun/7in. 1amun, dise7si mayat terus dalam
7uri7ulum medis 7arena manfaat yan/ jelas memberi7an tan/an pertama, informasi
morfolo/i len/7ap dan asli dari tubuh manusia. ,e7olah?se7olah pemi7iran di+er/en tida7
men/halan/i lemba/a medis / bedah pra7tis dan 7linis berorientasi dalam melanjut7an
mere7a mayat berorientasi studi.
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,ejarah dise7si Di masa lalu, anatomi)ation dari tubuh con?+icted oran/ 7adan/?7adan/
memerintah7an seba/ai ba/ian dari hu7uman. "ena)ah dibawa 7e rumah ja/al lo7al,
dipoton/?poton/ dan mayat mere7a ditola7 pen/uburan seba/ai simbol pen/hinaan. &lmu
awal berorientasi sistematis hu?man pembedahan yan/ dila7u7an oleh oran/?oran/
Eunani di ba/ian awal abad 7eti/a ,#. 3ada abad 7e?! $ropa 9risten, pembedahan dan
otopsi manusia secara teratur dila7u7an den/an penerimaan sosial?budaya dan a/ama
yan/ wajar. ,epanjan/ sejarah, pembedahan mayat manusia untu7 pendidi7an medis
telah men/alami si7lus berba/ai le/alisasi dan laran/an di berba/ai ne/ara. (api tida7 ada
laran/an uni+ersal dise7si atau otopsi yan/ dila7u7an selama abad perten/ahan.
9emudian dalam sejarah modern, banya7 s7andal mendun/ laboratorium pembedahan.
:ara untu7 mendapat7an tubuh dari 8pintu depan8 penuh rintan/an hu7um dan
mendoron/ banya7 institusi untu7 mendampin/i 7e cara yan/ tida7 etis, 7arena tubuh
hanya secara hu7um yan/ tersedia adalah mere7a dari penjahat yan/ die7se7usi 7uran/
untu7 memenuhi tuntutan pendidi7an menin/7at. 3ada abad 7e?C ada insiden
penin/7atan perampo7an ma7am di -meri7a ,eri7at. &nsiden palin/ ter7enal terjadi pada
tahun 7DD di 1ew Eor7, di mana seoran/ do7ter melambai7an tan/an 7epada seoran/
ana7 den/an tan/an mayat ibu yan/ telah dirampo7 dari 7uburnya =>. Dalam menan//api
hal ini, hu7um yan/ telah disah7an di 1ew Eor7 pada 7DC yan/ melaran/ merampo7
ma7am. Kalu ada Bur7e William dan William s7andal 9elinci D2C yan/ dinyata7an
bersalah membunuh tamu di rumah 7os mere7a dan menjual tubuh mere7a untu7 dise7si.
Bur7e di/antun/, dibedah, dan dipamer7an seba/ai hu7uman tepat untu7 perbuatannya
=2>. &nsiden ini menyebab7an perumusan undan/?undan/ baru yan/ disah7an dise7si dari
semua badan un?di7laim atau su7arela disumban/7an. ,ituasi se7aran/ ,ayan/nya,
hu7um saat berurusan den/an 7omersialisasi tubuh manusia tida7 7ebal terhadap celah,
prosedur membosan7an dan bias 7etat. %al ini telah mendoron/ pra7ti7 yan/ tida7 etis
untu7 mendapat7an mayat di satu sisi dan 8murid?mayat rasio8 yan/ dimasu77an 7e dalam
bahaya yan/ serius di sisi lain di modern acade?mia.
%ambatan dise7si manusia terus tida7 hanya sosial?reli/ius. -da hambatan lo/isti7 dan
or/anisasi ju/a, termasu7 7endala wa7tu 7uri7ulum medis modern, 7uran/nya personil
yan/ terlatih dise7si, 7elan/7aan mayat yan/ cu7up tersedia untu7 pembedahan,
o+erloads mahasiswa, perawatan mahal dari laboratorium pembedahan, risi7o 7esehatan
dari paparan formalin ber7epanjan/an dan mayat 7onta7, bersama den/an isu?isu etis
e7sploitasi tubuh manusia ju/a. 3en/enalan 7omputer seba/ai alat pen/ajaran alternatif?
ti+e telah membawa beberapa bantuan 7epada sistem, pendidi7an tertahan terbebani dari
obat abad 7e?2. 9omputer telah muncul seba/ai 8cepat le/a8 ramuan di )aman rumit
anatomi, dida7ti7, 7otor berlebihan. (ida7 seperti mayat, mere7a bebas dari bau formalin,
risi7o infe7si mayat ter7ait dan tida7 memerlu7an pelatihan 7husus dari dise7si. 9omputer
adalah wa7tu dan biaya ramah, estetis dan mudah dimanipulasi, untu7 mendapat7an
sudut pandan/ yan/ bera/am. #ere7a memberi7an informasi di/ital berwarna?warni
re+ersibel dan berulan/ dan hense, mere7a telah membeli banya7 pelan//an dalam
7omunitas pendidi7an 7edo7teran =!>. ,aat ini, 7omunitas pendidi7an medis telah
terpolarisasi menjadi dua sistem 7epercayaan, yan/ <pro?dise7si tradisionalis< yan/
men/an//ap dise7si seba/ai ba/ian inte/ral dari pendidi7an anatomi dan <anti?dise7si
modernis< yan/ men/an//ap dise7si seba/ai usan/ dan dibuan/ =2>. #asalah lebih dalam
yan/ perlu dipertimban/7an 9emajuan besar pembelajaran berbasis 7omputer tida7 dapat
dirusa7. 1amun, terlepas dari semua te7nolo/i mere7a, 7omputer tida7 dapat
mensimulasi7an 8nyata8 dalam hal memban/un stru7tural 7onsep =H>. #ere7a tida7 bisa
mencapai +ariasi, patolo/i dan Biodynamics tubuh manusia, dan, den/an se/ala
7emajuan mere7a, masih a7an tetap menjadi media sintetis buatan. Ileh 7arena itu,
mere7a tida7 dapat menanam7an pen/etahuan inti anatomi antara 8tena/a 7esehatan
yan/ a7an datan/8 dalam banya7 cara yan/ sama seperti mayat bisa. #ahasiswa yan/
dirampas pembelajaran berbasis mayat hanya a7an melihat penampilan atau lo7asi
stru7tur tubuh tapi dia / dia tida7 a7an pernah bisa merasa7an te7stur, 7erapuhan,
tan//uh?an atau elastisitas stru7tur itu. 3embelajaran tersebut a7an dan/7al, proto7ol ?
pembelajaran berorientasi dan 7arenanya, tida7 dapat dian//ap seba/ai pende7atan yan/
mendalam untu7 belajar =2>. 3en//antian wa7tu dise7si a7tif oleh laboratorium di/ital
mun/7in men/hasil7an /enerasi bin/un/, do7ter dan ahli bedah informasi sa7it yan/ telah
diberi sendo7?8berwujud, 7onsep rin/7asan8 dan yan/ tida7 terbiasa den/an realitas com?
plete dari tubuh manusia dan 7ehidupan. &ni berjudi pada te7nolo/i mun/7in terlalu
berisi7o dalam hal 7eselamatan pasien dan 7esejahteraan yan/ a7an terleta7 hanya di
tan/an para pen/asuh masa depan 7esehatan. Ileh 7arena itu, fasilitas te7nolo/i modern
harus dinilai ulan/ dalam hal 8fun/sional utilitas, 7o/nitif8 mere7a daripada 87enyamanan8
mere7a.
#ayat sudah selamat tes yan/ palin/ pentin/ dari peda/o/is 8tes 7ali8 fitness?. Dissection
adalah unparallel seba/ai alat pendidi7an untu7 menanam7an 7onsep anatomi. -da
panjan/ manfaat 7o/nitif panjan/ untu7 siswa dari proses pembelajaran a7tif terlibat
dalam memoton/ melalui
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=1omor halaman tida7 untu7 tujuan 7utipan>
berba/ai lapisan untu7 men/e7spos rincian morfolo/i den/an cara lan/7ah bija7. &ni
menyedia7an tempat pelatihan yan/ ideal untu7 apli7asi biomedis masa depan, upaya
7linis dan prosedur in+asif. (he psi7o?+isual?sentuhan multi?sensory stimuli yan/
merupa7an ba/ian dari ritual dise7si menin//al7an tanda ta7 terhapus7an di bena7
peserta didi7 dan bantuan recall =2>. &ni hypothe?sis telah dibu7ti7an oleh statisti7 nilai ujian
penin/7atan 7elompo7 dise7si mayat dibandin/7an den/an 7elompo7 inter+ensi
men//una7an pembelajaran lainnya alternatif?inisiatif?inisiatif =H>. 9omputer menyedia7an
rumit multidimen?sional 7onfi/urasi spasial sedan/7an mayat menanam7an 7etan/7asan
psi7omotor, penin/7atan le7si7al dan nilai?nilai bioeti7a. #ere7a mencermin7an dua
pende7atan yan/ berbeda untu7 belajar dan di7ombinasi7an, mere7a dapat be7erja
7eajaiban dalam sistem medis =H, 4> dan men/hasil7an do7ter yan/ dapat be7erja lebih
efe7tif 7e arah pemenuhan ideal sumpah %ippocrates. Dise7si manusia: perspe7tif eti7a
%a7 untu7 pema7aman yan/ laya7 adalah ha7 yan/ palin/ dasar dari setiap manusia.
#ayat tetap dirampas ha7 ini untu7 7epentin/an mahasiswa 7edo7teran dan perawatan
pen/ambil masa depan 7esehatan. ,ebuah mayat membantu untu7 melestari7an ilmu
7ehidupan bah7an dalam 7ematian. &ni adalah simbol 7edermawanan pada punca7nya
dan laya7 syu7ur e7strim dan hormat. 9eberanian besar yan/ diperlu7an untu7
memberi7an tubuh oran/ yan/ dicintai untu7 dise7si harus dia7ui dan dihormati oleh
semua. #es7ipun menahan 7remasi oran/ mati dipandan/ oleh banya7 oran/ seba/ai
moral yan/ s7eptis &nhu?man, unsocial dan melawan a/ama, dan ada 7omple7s etis?
masalah hu7um otonomi ju/a, masih 7ita harus in/at bahwa di bawah ini pelan//aran
ritual manusia normal, mendasari banya7 manfaat lebih ba/i 7emanusiaan.
,tudi yan/ mendalam tentan/ mati adalah satu?satunya cara untu7 secara efe7tif melatih
do7ter dan ahli bedah masa depan 7ita dalam 7erumitan tubuh manusia. (he bioeti7a nilai
dan pembelajaran refle7tif diran/san/ oleh studi mahasiswa bantuan mati medis untu7
menan/ani isu?isu tentan/ 7ehidupan, 7ematian dan se7arat pada tahap yan/ relatif awal
7arir medis mere7a yan/ pada a7hirnya a7an melatih mere7a 7e arah yan/ lebih bai7
do7ter. Dissection menin/7at7an dinami7a 7omuni7asi?tion, tim 7erja, 7epemimpinan,
pen/alaman belajar dan 7elompo7. Ean/ palin/ pentin/, memun/7in7an siswa untu7
percaya diri men/hadapi /ambaran 7ematian yan/ san/at pentin/ dalam men/obati
7ehidupan. 3en/alaman ini tida7 dapat datan/ melalui sumber lain dari simulasi?tion dan
tida7 ada cara pintas di se7itarnya. Dise7si mayat menanam7an 7epada peserta didi7
medis yan/ san/at dibutuh7an 7e7uatan 7ara7ter yan/ ia / dia a7an perlu selama masa
7linis atau rumah sa7it $mer?darurat pen/aturan. ,eoran/ mahasiswa dilatih pada mayat
tersebut tida7 a7an menjadi bin/un/ atau /elisah saat melihat 7ematian yan/ a7an datan/
atau men/ancam 7ehidupan trauma dan 7ete7unan ini dan 7etabahan a7an menentu7an
dan mendefinisi7an / perannya seba/ai pemberi perawatan do7ter dan 7esehatan di masa
depan. ,eirin/ /ambaran yan/ lebih luas, pen/etahuan mendalam tentan/ tubuh manusia
diperoleh melalui pembedahan a7an mence/ah 7erusa7an disen/aja untu7 stru7tur ter7ait
selama prosedur in+asif dan non in+asif dan memberi7an 7eterampilan 7linis yan/ lebih
bai7 untu7 tena/a medis. 9epentin/an obsesif baru?baru ini masyara7at umum den/an
rincian anatomi tubuh manusia terbu7ti den/an popularitas besar dari seni pertunju7an
dan pameran anatomi tubuh dalam 8dunia tubuh8 yan/ disebut =7>. 1amun 7onsep display
cabul tersebut dipertanya7an. #enampil7an tersebut hanya ada untu7 tujuan tun//al
tanpa perasaan menari7 uan/ den/an membuat pameran mesum dari pri+asi manusia lain
seperti 7ita. #ere7a tida7 memili7i niat mulia menyampai7an pen/etahuan medis untu7
pen/asuh masa depan 7esehatan =san/at tida7 seperti pembedahan>. #enunju77an
tersebut merupa7an pen/hinaan terhadap oran/ mati. #ere7a tida7 berbohon/ dalam li/a
yan/ sama seperti pembedahan mayat di mana dipelajari pelajaran pertama oleh
mahasiswa medis adalah bahwa pen/hormatan terhadap tubuh manusia yan/ merupa7an
7uil mere7a belajar dan pen/etahuan yan/ berla7u. 9esimpulan 9eti7a 7ita berurusan
den/an oran/ mati, mar/in a7an?tween etis dan tida7 etis adalah rambut berlapis dan
rapuh. %al ini san/at pentin/ untu7 menentu7an batas antara berma7na, e7sploitasi
bija7sana pen//unaan, 7omersial dan penyalah/unaan ra7us. (ujuannya harus mulia dan
etis dibenar7an ji7a 7ita men//una7an, seba/ai alat bela7a, oran/ lain yan/ pernah
memili7i le/enda hidup penuh di bela7an/nya. #otif 7ita harus jelas, produ7si?ti+e dan
manusiawi ji7a 7ita berurusan den/an mayat. 3eran pentin/ dari mayat di lation asimilasi?
pen/etahuan inti biomedis di 7alan/an pelajar medis yan/ tida7 dapat diabai7an dan
7arenanya, harus tetap menjadi alat utama dalam pendidi7an 7edo7teran. %ambatan
dise7si terutama lo/isti7 dan psi7olo/is, masalah yan/ dapat diselesai7an melalui
perencanaan or/anisasi yan/ tepat strate/is dan penin/7atan a7ses 7e ilmiah berorientasi
informasi?tion dalam ran/7a untu7 menyin/7ir7an bias emosional. "u/a, 7risis mayat yan/
saat ini dihadapi oleh lemba/a medis dapat diselesai7an melalui penin/7atan 7esadaran
dan 7eterlibatan masyara7at proa7tif. Donasi mayat, ji7a dila7u7an den/an cara yan/
dibenar7an secara etis, moral dan hu7um, dapat membantu melestari7an warisan mayat
7ami seba/ai esensi studi anatomi medis dan 7linis therapeu?tics. &ni a7an men/embali7an
menurun cepat 8mayat?murid rasio8 yan/ terpentin/ dalam pembuatan do7ter masa depan
dan ahli bedah.
Download dari http://journals.tums.ac.ir/ pada 0abu, Februari 27, 20!
" #ed $ti7a %ist #ed 20, 02:02 (abinda %asan
%alaman 2 dari 2
=1omor halaman tida7 untu7 tujuan 7utipan>
0eferensi
. %ildebrandt ,. #odal hu7uman dan anatomi: sejarah dan eti7a dari sebuah asosiasi
yan/ sedan/ berlan/sun/. :lin -nat 200D, 2 =>: H?2.
2. (ward -D, 3atterson %-. #,"-#-. Dari ma7am merampo7 untu7 Aiftin/: mayat
paso7an di -meri7a ,eri7at. "-#- 20026 2D7: D!.
!. #ar7er D0, -9 Bansal, "uluru 9, #a/id D. #en/emban/7an radiolo/i berbasis
pende7atan pen/ajaran untu7 anatomi di era di/ital. -cad 0adiol 2006 7 =D>: 0H7?04H.
2. Aran/er 1-. Dissection laboratorium san/at pentin/ untu7 pendidi7an medis anatomi
7otor. -nat 0ec B 1ew -nat 2002, 2D: 4?D.
H. Biasutto ,1, :aussa K&, :riado del 0io K$. #en/ajar anatomi: mayat +s 7omputer' -nn
-nat 20046 DD: D7?C0.
4. 0i))olo K", 0ando W:, I<Brien #9, %aims -%, -brahams "", ,tewart WB. Desain,
implementasi, dan e+aluasi 7ursus anatomi yan/ ino+atif. -nat ,ci $duc 2006 ! =!>: 0C?
20.
7. "ones DA. Berbicara *ntu7 #ati: #ayat di Biolo/i dan 9edo7teran. -sh/ate6 2000.

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