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Assessment of Students’ Knowledge of Ethical Handling of Human Remains

Abstract

The study examines students’ knowledge of the ethical handling of human remains, with emphasis on the principles that guide respectful, dignified, and professional conduct when working with human remains in anatomy education and related practical settings. Human remains used for educational purposes require appropriate handling and care because they represent individuals and may be subject to ethical, institutional, cultural, and professional considerations. Adequate knowledge of these principles is therefore important for promoting responsible conduct among students involved in anatomy practical activities. The study will assess students’ knowledge of the ethical handling of human remains and determine their understanding of appropriate practices relating to respect, dignity, confidentiality, proper handling, storage, disposal, and communication concerning human remains. The study will also examine students’ knowledge of inappropriate practices, including unauthorized photography, sharing of images or information, disrespectful behaviour, and improper use of human remains for purposes unrelated to approved educational activities. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received instruction involving human remains or cadaver-based anatomy will be selected using an appropriate sampling technique. Data will be collected using a structured and validated questionnaire designed to assess students’ knowledge of ethical principles and appropriate practices concerning the handling of human remains. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential tests may be applied to examine relevant differences or associations. The study is expected to reveal varying levels of knowledge regarding the ethical handling of human remains among the students. Students may demonstrate greater awareness of the importance of respectful treatment and confidentiality, while some areas such as appropriate storage, disposal procedures, restrictions on photography and digital sharing, and professional communication may reveal knowledge gaps. Differences may also be observed in students’ understanding of the responsibilities associated with the educational use of human remains. The findings will be useful to anatomists, anatomy educators, medical educators, laboratory instructors, and curriculum developers involved in anatomy and health sciences education. The study may provide information on students’ existing ethical knowledge and identify areas requiring greater emphasis during practical training. The findings may also support the development of structured orientation programmes, ethical guidelines, and educational activities designed to promote professionalism, dignity, confidentiality, and responsible conduct when working with human remains. The study will conclude by documenting students’ knowledge of the ethical handling of human remains and identifying areas where additional ethical instruction may be required. It is recommended that ethical principles concerning respect, confidentiality, handling, storage, disposal, photography, and communication be clearly introduced and consistently reinforced throughout relevant anatomy training. Further studies involving larger and more diverse student populations are also recommended to provide broader evidence on students’ ethical knowledge concerning the use of human remains.

Keywords: Ethical handling, human remains, anatomy education, undergraduate students, cadaveric specimens, ethical knowledge, professional conduct, respect, dignity, confidentiality, cadaver handling, anatomy practical, human remains management, medical education, ethical awareness.