HOW IS CADAVER THE FIRST TEACHER INN ANATOMY

1. also on &e aaitude sNdents dcveli
througlu›ut le leaming prœcss.
• Cadaveric dissecäon continues to sewe as
fouedaäon for sound mætical knowledge and
good clinicàl piacäce.
major leaming teol fori
$ndægmduaoJ.
æedic
* Ca4ners nre rca‹:tiers who reveal the mczets helps ie ma1ñc& schools as the soume
of the human body by allowing themselves to ca&ven.
& l«d
.
open @ the di
.
ssvti
,
ng kn
.
ife. » Several med
.
ical schools across the glol
* No imaging tmlinique ran teach a medical currently tx›1d igtr%uc:ory sessions f
audœit the eomplex relaëonships of undægraduate medicd nudents before thi
anatomical souctures nor gives the ‘f%l’ of perfom disæctionsl.
le äæues fat a cadaver cæ. .• The dissecñon hall provides a dir«
• The æyizg “Dmd men lgff no rafe” dœs not encountn with the harsh realities of life ai
$old one in the dissecäon tæll. death which budding doctors will inevitab
* lA reœnt deca2es, undeigraluate nædicd face in theé futuze careen. Hence, it is i
&ucaäon has iin›krgone considemble ideB place to overcome fears and learn ho
changes. Fœus is not only direcRd on to strike a balance between empathy a
œquiHng knowledge and .obtaining skiûs, but detachment in a panicular situaûon.
uctDn
. æ dissecñon is an ancient yet
pawerful leaming tool for medical studætÏ.

2. ”3dessqgc @ sozdex/s. Dissect tbc cadavcrs
;sseWty *lod acüvety to gain &e good m•dicat
knowledge.
Figure 1: Cadaver as our First Teacher
fods er
• The word rpdover ' is derived from the Latin
’cadere meaning ’t‹› fall, referring to
soldiers who died in battle. Therefore, a
cadaver is a dead hum ii hnd j used in
scientific or medical research.
• The temi ’disse‹l is also &rived from Wtin
’dixivcare and means ‘re cut apart’ m ’in
separate into pieces’ .
• It refers to dismembering the body of a
&ceased animal, plant, m human to study its
atomical structure.
• Anatomical dissection is a time-honoured part
of ñiedical education dating back to tiret third
œntury BC in Greece. There was a dark
period in history when dissection was illegal
and offensive to the public. But through the
years the practice has gained acceptance
worldwide as an indispensable tool for
teaching arxl leaming medicine.
• In the 15th and l6th centuries AD, artists like
Leonardo da Vinci and Michelangelo would
watch live dissecti‹xis to get a three-
dimensional view of the human body which
they portrayed in their paintings.
ieom æe esseñial in almost eveiy branch of
the médi
.
cal prefosa
.
on. Hands-on tnmhi
.
ng on
‹eau calavcra .is tbc first expaâsace où the
tural o‹gæ›isatioa oftÀe Iz›dy›both attt›e
sarfæc and in depdi, and tends to a mal,
undœsiandüig of tln tlvee-dimoisioml
configuraä.on.... of äenH niintoo;y.
ieani oM a CadaVer itOW tO uæ, iDätnimœtts
than toexperiment on paäsnts.
Respect tH deal
• je National Medical Commission (NMC)
strongly en‹xiurages the incœperation of
ethical :and attitudinal components in the
beginning of undergraduate medical
curricula.
• In 2015, the NMC mandated teaching ethics
and humanities as an integral part of the
niedical curriculum through the Attitude,
EMicsardCommunicaÜonmodue
• At all medical œTJeges across India. the
c‹idnveric o‹iiIt is administered to test year
Figure 2: Ritual of cadaveric oath at medical
college
• The Johns Hopkins Medical School magazine
has this to say: “He will teach mu abnut gross
anntom• more ihnn you wil( ever learn from
d“ I ndergraduates who pledge to hœour

3. The
CADAVERIC OATH
Octh for Life: A Recolutlen for Ifliman Touch
I, . (nam8 Of thØ 8tUd8nt), ttł0 resident Of
India and betng associated with namø of
âÏ'ääüätäăă,aăãîã%‘°"''°’°“
ï”wit lał‹e utmosl care not to waste any body parta during
dissection.
I wlll fruîtfuIIy utilize the opportunity provided by these
Individuals. who have chosen to line for others even after
having embæced death.
I will be eternally thanldul lo them for all their œntributbn
țo for our kno•śedge lor the service of humanity.
' døaa›"
r›ooxx otnite. agm iC l4’fff afSO eacn Ann now
to care, how todetach, how to wnrkas.a teaw
a se e.of cizñ osi y and disease .‘
• The!ćażaver wäs čalled aft ambiguous ńzań by
Haffërty to highlight iñ material as well as its
rsoøal qualities!.
• In Thailand, cadaver dohors tire in›nöured
with the s¡eciai status of mm i (a greæ
teacher). Every year. Thai schools and
universities regard and respect the body
ltDg It 8I*Ț8Bf ŒØØiCAl. BUØ ftts ADOtlE lftØ
importance üæta er serves for them
piety at large.
• The cadaver is much more than just a dead
body. Lèarning through cælaveńc dissection
is something I Ne the 'dead teaching the
living’ which wai a fascinaung way to
scribe the prœest.
• The sensaöon of touch between physician and
patient is essential. This is best learned early
‹k›nors in called waikhru ( honour in the dissecting ròom. Apart from learning to
the teac . The Thai medical schools haye
succeeded in handling the above-mentioned
biguityJ by this system.
!A tribute wall at the .entrance to the dissection
hall, which can read 'Coupons Humani. A
glorious tribute“, is the first impression which
can be lasting on medical students.
Fłgure: Cæłavëric öath
Cadaver as a teacher
disæcńon is a unique feature of medical
courses in India.
• During the first few sessions of dissœtion
hours, undergraduate medical students
undergo thr‹xigh inexplicable turmoil. In due
cnurse of time, they terxl to disrespect
cadavers. Hence. C‹idaver n.7 team her '
cøpe With the overt,’:emnftonaI conflonraiiõn’
with the cadavers which. assist anatomical
learning. other additìona) covert learning
outcomes are achieved:
) . eamwork.
2. Respect few the.body.
.3. Familiariiaiioa of the body.
4. Application of practical skil·ls.
5. intcgràiión õf dieoiy and prœtice.
6. Preparaàon for clinical work, and
7. Apprøciätioii of the štatus of dissection
wítkìn the history öf mèdïcinØ
• lWhik dÎSæctÏDg a ‹adaVer, .tlt0 student
writes tha reality öf life,, ounbidity and
complexity end gives a bettœ undeætæiding
ofgrœs æøtomy iatograæd with struouze aod
fî‹ačüons wkicb caa tbøn be œoapolatcd. to
tbø awig. .Ehssecdœ puts undezgædœtes at
tIzC sÈNBp eaÓ Of zT›CÓtCBÏ ¢ÔuCBt
LE INGS BENEFITS FROM CADAVER
benefits of meöculous dissection mostly
full inta thrœ domains: knowledge
mquisiäon all integration, skills, and
Cadaver for knowledge acquisition йnd
integraÑon — cognîóve doazuio of learning
(Figure 3)
1. Spatial appreciation: !The importance ,of
seeing and ôeing abłe to visualise the nerves;

4. The pr
sphère the cadaver takec the cole of our first Cadaver help in acquisition of desired attitude that
iciice oJ’cadaveric disseciian is required for the Indian medical graduate. lt
la tra y the 3D yicture taf includes the follo ng aspecLî:
orientation irJ“ltwnnn hody. 1. Teamwork: Learning
2. Twtile appreciation: Cadavers allows dissection hc)ps udeots build teamwork
students to experience the feet and texture of vihile learningL Leamir firm a cadaver
human tissues. They can appreciate the provided a hawdsmn exR‹*•’•..»•• •I *I* ¥
difference between arteries, veins, and nerves and if h*'R* '* build lerimwork as a group of
after handling cadavers much beder than just rfffdrnfs learn ro,gefher.
knowing the theoretical differences of the feel 2. Respect: The cadaver is indeed
of different tissues. Plantaris muscle in the first téacher who has left a mark on the
back of leg is called as beginners’ nerve. This stu‹tent's her. lt reinforces respectful and
is best appreciated by dissection. compassi ate attitude amongst the students.
3. Learning complex relationship of anatomical 3. Patience: For the students.a cadnver, although
strictures is effectuated only by hands on silent: reveals countless uoriei and pmmpts
dissection. them to think about.the persons who dinated
4. Pathological correlation: Dissection helps to his or her body. 'fio us, your silent:e speaLs
understand the effects of any disease on the v iliñâes. Your unmlent‘ing patienc‘e humbles
body and compare normal versus patholog’ical u‘s’ aft. 27te knowAdge yau impart, liLe fire.
structures which is tough to learn from coAsuines and ’inlo the endless .depths of
models, textbooks, oc 3D programs. lea¿nizg, we fall '
s. Biological variability: Humans vary 4. Ethics and huinanity: The students realise the
biologically at different levels ac‹xirding to imjx›rtance of handling: the’. cadaver with
gender, age, and ancestry. Cadaveric respect ami how diis wouid’ Ïead them to
dissections clear this concept of biological respect tôeirpatients in ilse future as well. ’We
variability. now:re/er ïo ir‹n sur miroir ond we Bundle
Eîgure 3: Role of caJaver in knowledge
acquisition and integration
Cadaver for saitude development Affecôve
domain of learzzîng (Figure 4)
.vfeii/•-r l›i‹›eihi‹s.
s. Bonding and professionalism: The
dcvclopmcnt of a long-tcnzi bond is fonnsd
among students while dissecting the
cadaver. ‘Zñe way one handles the cadaver
reflects about one’s self.’ I-eam‘ing with die
cadaver has made stu&rite relate to the classes
widi, ease where it is possible to manage to
establish a respectful relationship with it. In
the future, it ii this respectful bond that would
lead students to fiave respsctfu) rélatibns with
patients as a treating physician.
6. Empathy: The students feel empathy, stating
tbat the ‘cadaver.’ was once a *person.* '/
›rond«r how hard h« m«st And worked wiih
mose hands. l wonder hoc tte tolked, what
mode hf m ongiy, ned w, , he ties sriff,
0
of young medical tudenfz

5. Figure 4: Role of cadaver in developing affective
donuiin
fiadaxer for skùls development — psychomotor
domMnofksming(Wgurz5)
Cadaver hglp in cquisiûon of desired skills that
includes the following aspects:
1. Skills of medical and surgicnl practiœ: The
virtuous medical and surgical prmtice is
Ixised solely upon adequate anatomical
knowledge of humans which can best be
leamed from cadaveric dissections.
2. Skills of surgical proœdures: Expert
specialist in various fields such as
orthopedician, gas nterolagist,
i urologists, ENT surgeons lcome back
their ‘Pirst teacher’ to protice verrous
3. Scope foi phenomenal research: Cadaverie
dissections serve as first step for triggering
re.search-oriented outlook amongst medical
students.
4. Psycho-social development: The mind does
riot know, the eye cannot see and perceive. On
the contrary, if one does net see, mind will
remain untriggered to know anything.
Cadaveric dissection ignites the need for
Observation right loom th first year.
5. Reflective writing skill: Cadaveric dissection
also stimulates reflective writing skill.
Many students faint on their first day of
dirse ian. By end of" the year. they urxlerstand
that !f/ie dead could ieach ihe living. Knowledge
is the gift theo are #iving. Cii‹f‹r er.t renrfi
.uunelltiii2 iti› lii'inp es•rr i nule, tuuI merit r sltriuld
fie res/iet'tfiillș' f/innlr‹/.'
Figure 5: Role of cadaver in psychomotor
domain of leasing
Meæage to stodeoB:
.‘• Cada ers facilitäte a rnedicâl stüdërit's first
axposure ito tfte complexities ’of.tIié .hùmàn
body.
• Cadaveriú dí:vsüüüòn is aii//essential tèéhniqüü
in build up lucíd anatomical com pts and
relacions.
• A physician ixit oaly: tnét1s sotirkl kixiviíèdge
and e‹impèteitt skills but alsó die ng& aÍtitude
to praciii‘e. orie’s professïòn Mth.úonstienúe
and digriity.
Întwnational Studies œ C cdaveric Ulsectîön
as urnîng Resource
• flu Singapom, 75a of medical students in all
five years of their course found gross anato my
clinically relevant and 89a c‹xisidered
dissmtion heylpful very Rlpful in ibeir
undmstanding of gross anatomy. When asked
whether dismction should be replaced by
demonstrations iñ pmsected specimens: 87a
gave a negative response.
• A study on compañng. psrs‹ùiaJ dis”æctioh
vœsus peœ tcælüng of uppm æd lower
extreroities in Virginia, USA. had sbown that

6. although per temhing was generally
successful, first-year medical students
prefertod in dissœi for diemselves. The
œsults axe cœisisteni with the contention that
hands-cer dissecüoos enhance leaming and
c nfidence in the subject maoer.
• Snelling er at. have recently .reviewed . the
atñtude towards dissection oh 474 first-year
medical and denial stu&nts. ln this study.
students benefited from ctive practical
dissecñon before a protection-based tutorial
on the subject. ”Acùve dissection romains
pular wÏth the studeias.
Cadaveric dissection explained by drawiug
diagmms coi›rdinates not‘onlji:both halves of
the brain, but also integrates sc’iencc and art.
» The us ofi cadaver and human biologic
tissues for research, training and teaching is
associated with ethical issues.
» The major cnncem in this regard is respect
towards the cadaver. This is best explained by
the rallowing pneumonie: CADAVER.
?vIedicine ix not i . fœtual science, but
ai well. Handling of the human
dnictures end organs creates a ph‹xographic
memory wliile dissecting.
• As students wander frnm one cadaver to the
next in the :dissecting room, they will see
añatomical variations associâted with
developmental aimmalies keeping in mind the
fact that, human anatomical variation is
l’DHlOtt and often of clinicaJ importance.
Figure b: EtNcal aspects of cadaveric dissection
!Some authon have suggesæü ”ihot ciassiù
dissection on cadavers may be replaced by the
cyber cadaver. If students use only models,
images, audio-visuals.orccenputsrs,they will
zxit develop tic wquisite rcasoni tg tha cues
from investigative dissection of real tissue in
æquifing imowledge of the living.
• Cadavef dissdction is aa eady eœozotec Witb
av„‹aiity: ofîaa” it i‹ t6« 0«t ôiae iBat. tsé
ét«dèate caafîoizt doath. io éis pzocèss, t@ir
BODY NATION AND ANATOMY ACT
the main soupe öf cadavers for medical
»tiquette« in The Dl»e«on Hou
o The medical stude nts should cognizant of
their responsibilities towards handling of
cadavers and biologic tissues. This will assist
tn extract maximum benefit from dissection
» Working with hañian material requires
civility. thoughtfulness. arid sensitivity.
• Fcllow thd belaw n›enticned instructions and
rules to maintain u tirm hand in the Dissection
Hall.
Respect for the cadavers
• Follow the ethics. niles, and safety measures
during cadaveric dissections.
Veneration and wondef
Esteem and eulogy