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Effect of Ethics-Based Anatomy Teaching on Students’ Attitudes Toward Human Remains

Abstract

The study examines the effect of ethics-based anatomy teaching on students’ attitudes toward human remains. The use of human remains in anatomy education provides students with valuable opportunities to understand the structure of the human body through direct observation and practical learning. However, respectful handling of human remains requires appropriate ethical awareness, including respect for human dignity, confidentiality, proper conduct, responsible specimen handling, and recognition of the educational significance of donated or preserved bodies. The study will assess students’ attitudes toward human remains before and after exposure to ethics-based anatomy teaching. The specific objectives will include determining students’ existing attitudes toward human remains, providing structured teaching on ethical principles related to cadaver use and specimen handling, assessing changes in students’ attitudes following the teaching intervention, and identifying areas of ethical understanding that may influence respectful behaviour during anatomy practical sessions. A quasi-experimental research design will be adopted for the study. Undergraduate anatomy students will be selected using an appropriate sampling technique and exposed to structured ethics-based anatomy teaching covering respect for human dignity, appropriate behaviour around human remains, confidentiality, consent, cultural sensitivity, specimen handling, and professional responsibility. Data will be collected using a structured attitude questionnaire administered before and after the intervention. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistics will be used to determine changes in students’ attitudes following the teaching intervention. The study is expected to reveal changes in students’ attitudes toward human remains following exposure to ethics-based anatomy teaching. Students are expected to demonstrate greater awareness of respectful conduct, appropriate specimen handling, confidentiality, and the professional responsibilities associated with the use of human remains. Some students may continue to experience difficulties relating to emotional discomfort, cultural beliefs, unfamiliarity with cadaveric learning, or the practical challenges associated with maintaining appropriate conduct during anatomy sessions. The findings will be useful to anatomists, anatomy educators, medical educators, curriculum planners, and institutional administrators involved in anatomy education and professional training. The study may provide useful information on the role of structured ethical education in preparing students for respectful and responsible interaction with human remains. It may also support the integration of ethical principles into anatomy curricula and practical teaching activities to strengthen professional attitudes and conduct among students. The study will conclude by determining the effect of ethics-based anatomy teaching on students’ attitudes toward human remains. It is recommended that ethical education should be incorporated systematically into anatomy teaching, particularly before and during cadaveric practical sessions, with emphasis on dignity, respect, confidentiality, responsible handling, and professional conduct. Further studies involving larger and more diverse student populations should also be conducted to examine the long-term influence of ethics-based anatomy education on students’ attitudes and professional behaviour.

Keywords: Ethics-based anatomy teaching, human remains, student attitudes, anatomy education, undergraduate students, cadaveric dissection, anatomical ethics, human dignity, specimen handling, professional conduct, confidentiality, ethical education, anatomy practical, medical education, professional responsibility.