





























Bangladesh Journal of Bioethics 2011; 2(3):10-15 

10 

 

ETHICS IN DISSECTION OF CADAVER IN TEACHING AND LEARNING OF ANATOMY  

Abu Sadat Mohammad Nurunnabi
1
, Shamim Ara

2
, Mohsin Khalil

3
, Mansur Khalil

4
 

1. Dr. Abu Sadat Mohammad Nurunnabi, Lecturer, Department of Anatomy, Dhaka Medical College, Dhaka. Cell 
Phone: +8801712290608, Email: shekhor19@yahoo.com (corresponding Author). 
 
2. Dr. Shamim Ara, Professor and Head, Department of Anatomy, Dhaka Medical College, Dhaka. 
 
3. Dr. Mohsin Khalil, Professor and Head, Department of Anatomy, Mymensingh Medical College, Mymensingh. 
 
4. Dr. Mansur Khalil, Professor and Head, Department of Anatomy, Chittagong Medical College, Chittagong. 
 
 

Abstract: Dissection of dead body is a time honoured part of medical education. Undergraduate and 

postgraduate students do dissection as a part of the learning human anatomy. According to the state 

regulations, most of the cadavers are obtained from the forensic mortuary declared as ‘unclaimed body’. 

Some are collected through ‘body donation’ as well. However, use of human tissue for research and the 

use of human cadavers for teaching and training purposes are surrounded by ethical uncertainties.  

Moreover, the main ethical concern of cadaver dissection lies in respect to human life. This writing has 

been aimed to put a nominal guideline how to act in an ethical way in cadaver dissection by the medical 

students in medical colleges and pave the way for better understanding how to respond in an ethical 

manner in medical professional life. Some rules and regulations have been recommended for maintaining 

the highest standard of a dissection hall as well as the dignity of the cadavers. 

Key words: Ethics, Dissection, Cadaver, Teaching and learning anatomy.  

Introduction: The most important book in the history of medicine is an anatomical treatise published in 

1543, ‘De humani corporis fabrica’, based on dissections of the human body. The illustrations in the 

seven volumes of this work by Andreas Vesalius are exquisite for their beauty, complexity and humanity1. 

Prior to Vesalius anatomical texts were based largely on dissections of nonhuman animals. However, 

cadaver dissection was not new in the time of Vesalius, where there was a physician-teacher performed 

dissection in the theatre surrounded by the students1,2. 



Bangladesh Journal of Bioethics 2011; 2(3):10-15 

11 

 

Cadaveric dissection has been the paradigm of anatomy teaching since the Renaissance, and the 

defining experience of medical teaching since the 16th and 17th centuries3,4. Subsequently, cadaveric 

dissection featured regularly in medical training, although often in an informal, semi-official manner
5
. Even 

with the current tools available to the western countries such as the Visible Human Project, students still 

begin the study of human anatomy at the dissecting table both in eastern and western world. 

Dissection of cadaver ― essential part of teaching and learning anatomy: Cadavers are required for 

studying the human anatomy in all disciplines of medical science. As medical institutions of various 

specialized disciplines have overgrown, the need for cadavers has also increased proportionately
6
. 

Cadavers used by these institutions are usually unclaimed bodies obtained by the police in our country. 

Occasionally they are donated by relatives of the deceased, to teaching institutions, according to the 

dead person's wishes7,8. Donating one's body for dissection meets the criteria for the highest levels of 

charity as set forth by the 12
th
 century philosopher, physician, and rabbinic scholar Moses Maimonides

9
.  

Ethical concerns in dissection of cadavers: Anatomical dissection is a time honoured part of medical 

education5. However, like the use of human tissue for research purposes, the use of human cadavers for 

teaching and training purposes is surrounded by ethical uncertainties
9-12

. Ethical problems are recognized 

as one of the reasons for thinking to take decision to abandon anatomical dissection altogether in the 

U.K. (e.g. newly founded Peninsula Medical School in Plymouth) as stated by McLachlan et al.13. At the 

heart of such uncertainties lies the ambiguous status of the cadaver, which carries at the same time 

personal and material qualities10. This ambiguity is not easily resolved, which explains why the dissecting 

room experience can be frightening and fascinating
14

. The main ethical concern of cadaver dissection lies 

in respect to human life.  

Rules and regulations for working in the dissection hall: The students in our country have got 

enormous opportunity of dissecting cadavers and learning themselves, especially in government medical 

colleges, where there are morgues for medicolegal autopsy purposes. Therefore, it is a great opportunity 

to participate in a rich tradition and experience a privilege shared by only few. Cadavers are referred to as 

‘human anatomical specimens’15, a description that seems inadequate for such a valuable gift to medical 



Bangladesh Journal of Bioethics 2011; 2(3):10-15 

12 

 

education. Working with human material requires respect and sensitivity16. The following information and 

rules will help the students and the teachers understand their responsibilities regarding the use of human 

material. 

Here are some rules and regulations for maintaining the highest standard of a dissection hall as well as 

the dignity of the cadavers:  

1. Human Anatomical Gifts: We stated earlier that the most of our cadavers were obtained from the 

college mortuary declared as ‘unclaimed body’, according to the state regulations. Some are collected 

through ‘body donation’. Persons donating their body receive no financial compensation; this is truly their 

ultimate gift17. Hence, it is imperative that proper respect be paid to the cadaver at all times. Any 

disrespect for the cadaver will be shameful as a human being
18

. The teachers and the students should 

observe professional conduct while in the dissection hall and outside of the hall, particularly if anyone 

wants to discuss anything related to the cadaver in a public place. Photographs of the cadaver or any 

parts should not be taken inside the dissection hall without prior permission. 

2. Care of Cadavers: The cadaver has to be kept moist at all times. The cadaver is covered with towels 

moistened with embalming fluid. The students should only uncover the area they are studying.  

3. Laboratory Access: The dissection hall should have got a limited access and needs to be locked 

when not in use. Only students enrolled in the course are allowed in the dissection hall. The students 

should not bring in friends or visitors! Of course, this may differ in accordance with different institutional 

rules. 

4. Laboratory Safety: Cadavers are embalmed with a fluid containing glycerin, ethyl alcohol and phenol. 

Physical contact of one’s skin and clothing with the cadaver should be avoided. The students are required 

to wear disposable gloves at all times while working in the dissection hall. Non-latex/powderless gloves 

should be available for dissection. However, in our country, dissection is done without wearing hand 

gloves in many medical institutions. A long-sleeved white coat/apron should be worn while working with 

the cadaver. Lab coats may not be worn outside of the lab. Dirty coats are a health hazard and are 

offensive. No open-toed shoes or sandals are allowed. The students should wear shoes that cover their 

entire foot. Contact lenses should not be worn in the dissection hall, because the lenses can absorb 



Bangladesh Journal of Bioethics 2011; 2(3):10-15 

13 

 

chemical vapours. If anyone must need to wear contact lenses, he/she is required to purchase and wear 

vapour proof goggles. Only textbook and dissection manual are allowed in the dissection hall. All 

backpacks or other personal items should be left at a corner. Food and drinks are not allowed in the 

dissection hall. Proper use and handling of the dissection instruments should be carefully maintained. The 

ventilation system in the hall is designed to remove air at the level of the cadaver and to reduce exposure 

to the embalming chemicals and odours. The ventilation system should remain on at all times. There is a 

negative air flow to keep odours from leaving the hall. The door to the hall should be closed at all times. 

5. Preservation of the tissues and organs: All tissues removed from the cadaver must be collected and 

placed in the designated containers or tray. No body parts, tissue, etc. should be removed from the 

dissection hall. The excess liquid that has accumulated on the dissection table should be drained into the 

bucket located under the table. 

The last word - lost in translation: Anatomy is a rigorous course requiring great dedication and 

devotion. Just as dissection remains an essential technique to teach three-dimensional concepts, the 

cadaver dissection hall is an ideal place to introduce concepts of humanistic care14. The dissection hall 

evokes the students' memories, speculations, and fears about serious illness in themselves, their families, 

and loved ones19. The attitude of the lecturers/curator (as they are engaged in dissection classes for the 

students in our country) in ministering to the students' needs as they undertake the emotionally charged 

task of dissection can provide a model for how the students will respond, in turn, to the hopes and fears of 

their patients and to their own reactions to dying. This approach will allow students to implement and 

practice humanistic values immediately, laying a foundation for their clinical training20. 

We are actually not in a position to judge whether the ethical approach will produce better doctors in the 

end. However, we like to think that it allays some of the ethical difficulties in dealing with human cadavers. 

Of course, medical practitioners face many ambiguities, including the need to show both detachment and 

empathetic care in the treatment of patients
21

. Therefore, learning how to deal with such ambiguities is in 

itself an important aspect of medical education and training13. In this respect, everyone engaged in 

teaching and learning should follow the ethical ways. This writing was aimed to put a nominal guideline 



Bangladesh Journal of Bioethics 2011; 2(3):10-15 

14 

 

for ethical way of act in cadaver dissection and pave a way for better understanding how to respond in 

ethical manner in medical professional life. 

Last but not the least, we want to share a quote from the students’ words of condolence for their body 

donor, experienced in Thailand, where the cadavers are always referred to as ‘ajarn yai’ (great teacher), 

never as ‘sop’ (cadaver). 

“I would like you to know that to me and many others you are a hero. 

Your sacrifice is silent, most people don't know about it. But I promise, 

I will never forget you. You have taught me everything there is to be learnt both 

In the book and in the facts of life. I will remember you as my great teacher forever.” 

[From a booklet for a cremation ceremony at Mahidol University, Bangkok, Thailand – the original text in 

English]14. 

 

References: 

1. Rath G, Garg K. Inception of cadaver dissection and its relevance in present day scenario of 

medical education. J Indian Med Assoc 2006; 104(6): 331-3. 

2. Hildebrandt S. Capital punishment and anatomy: history and ethics of an ongoing 

association. Clin Anat 2008; 21: 5-14. 

3. Richardson R. Death, dissection and the destitute. London: Penguin; 1988. 

4. Persaud TVN. The early history of human anatomy: from antiquity to the beginning of the 

modern area. Illinois: Thomas Books; 1984. 

5. McLachlan JC, Patten D. Anatomy teaching: ghosts of the past, present and future. Med 

Educ 2006; 40(3): 243-53.  

6. Pampilly VS. Cadavers for anatomical dissection. Indian J Med Ethics 2005; 2(1): 16-7. 

7. Dyer GS, Thorndike ME. Quidne mortui vivos docent? The evolving purpose of human 

dissection in medical education. Acad Med 2000; 75(10): 969-79. 

8. Furness P. Consent to using human tissue. BMJ 2003; 327: 759-60. 



Bangladesh Journal of Bioethics 2011; 2(3):10-15 

15 

 

9. Sukol RB. Building on a tradition of ethical consideration of the dead. Hum Pathol 1995; 

26(7): 700-5. 

10. Hafferty FW. Cadaver stories and the emotional socialization of medical students. J Health 

Soc Behav 1988; 29: 344-56. 

11. Tuffs A. Von Hagens faces investigation over use of bodies without consent. BMJ 2003; 

327(7423): 1068. 

12. Shaffer K. Becoming a physician: teaching anatomy in the digital world. N Engl J Med 2004; 

351: 1279-81. 

13. McLachlan JC, Bligh J, Bradley P, Searle J. Teaching anatomy without cadavers. Med Educ 

2004; 38(4): 418-24. 

14. Winkelmann A,  Güldner FH. Cadavers as teachers: the dissecting room experience in 

Thailand. BMJ 2004; 329(7480): 1455-7. 

15. Baumel JJ. Donation of bodies for medical education. Nebr State Med J 1968; 53(3): 90-2. 

16. Pawlina W, Hammer RR, Strauss JD, Heath SG, Zhao KD, Sahota S, et al. The hand that 

gives the rose. Mayo Clin Proc 2011; 86(2): 139-44. 

17. Yeager VL. Learning gross anatomy: dissection and prosection. Clin Anat 1996; 9(1): 57-9. 

18. Pawlina W, Lachman N. Dissection in learning and teaching gross anatomy: rebuttal to 

McLachlan. Anat Rec B New Anat 2004; 281(1): 9-11. 

19. Rizzolo LJ. Human dissection: an approach to interweaving the traditional and humanistic 

goals of medical education. Anat Rec 2002; 269(6): 242-8. 

20.  Bertman SL, Marks SC, Jr. The dissection experience as a laboratory for self-discovery 

about death and dying: another side of clinical anatomy. Clin Anat 1989; 2(2): 103-13. 

21. Rosenfield PJ, Jones L. Striking a balance: training medical students to provide empathetic 

care. Med Educ 2004; 38: 927-33. 

 


