Perceptions of cadavers in physiotheraphy students and approaches to use of cadavers for anatomy education

Abstract views: 153 / PDF downloads: 167




Physiotheraphy students, Perception of students, Anatomy education, Cadaver


Objective: We aimed to determine how physiotheraphy students percieve cadavers and what kind of approach they have adopted for use cadavers and how cadavers education have changed their feelings and emotions in anatomy education.

Methods: Data form that consist twelve expression was used for determing of students’ perception about cadavers. Fifty students (100 forms) were participated in research. In the data form prepared, 12 questions were included in order to determine the approach of the students, while an expression question was included to determine the emotional question at the first encounter with the cadaver.

Results: Most of participants have adopted expression before the cadaver education was “Dead human bodies shown in public areas without educational purposes affect cadaver donation adversely.” (4.52±0.79). While they have adopted after the cadavers education was “Human is valuable asset. Therefore, while person was both alive or after death, value and respect must be given to the human body.” (4.60±0.93). When the quastionaire data (before and after) were compared, statistically significant differences were found in expression of “Dead human bodies shown in public areas without educational purposes affect cadaver donation adversely” (p=0.037) and “3D modeling or working on the human models is more useful than studying on cadavers in anatomy education” (p=0.005). It was observed that the number of participations was decreased for the first expression and in contrast with increased for the second expression.

Conclusion: Physiotheraphy students regard to cadavers for in terms of human aspect and value and attribute to him/her aspecial value in terms of contribute to education. Students who were studying on cadavers in anatomy education tend to see cadaver as an education a material. We thought that these results could be help to shape and improve the anatomy education.


Download data is not yet available.


ARRÁEZ-AYBAR L.A., CASTAÑO-COLLADO, G., CASADO-MORALES, M.I., 2004, Dissection from the Spanish Anatomist's Perspective: Aims, Attitudes, and Related Aspects, Anat Rec B New Anat, 281 (1), 15-20.

CAHILL, K.C., ETTARH, R.R., 2009, Attitudes to Anatomy Dissection in an Irish Medical School, Clin Anat, 22 (3), 386-91.

CELIK, N., CELIK, S., UYSAL, C., 2012, Using of Cadaver in Anatomy Education from Past to Present: Review, Turkiye Klinikleri J Med Ethics, 20(3),179-85.

ERBAY, H., BILIR, A., GONUL, Y., TURAMANLAR, O., SONGUR, A., 2015, Medical students' perception of cadaver and, their attitudes towards using the cadaver in education, Turkish Journal of Bioethics, 2(1), 63-72.

HASAN T., 2011, Is Dissection Humane? J Med Ethics Hist Med, 4, 4, Print 2011.

HILDEBRANDT, S., 2014, What is Happening in Our Anatomical Dissection Rooms? Clin Anat, 27 (6), 833-4.

KAWASHIRO, Y., ANAHARA, R., KOHNO, T., MORI, C., MATSUNO, Y., 2009, Attitudes of Healthcare Students on Gross Anatomy Laboratory Sessions, Anat Sci Educ, 2, 273-9.

MARKS, S.C., BERTMAN, S.L., PENNEY, CJ., 1997, Human Anatomy: A Foundation for Education about Death and Dying in Medicine, Clinical Anatomy, 10, 118–122.<118::AID-CA8>3.0.CO;2-R

OGENLER, O., KARA, A., KADIOGLU, S., OZTURK, H., SUNGUR, M.A., 2014, Opinions of a Group of Anatomy Instructor on Cadaver and Utilization of Cadaver in Anatomy Teaching, Turkish Journal of Bioethics, 1, 57-68.

QUINCE, T.A., BARCLAY, S.I., SPEAR, M., PARKER, R.A., WOOD, D.F., 2011, Student Attitudes toward Cadaveric Dissection at a UK Medical School, Anat Sci Educ, 4 (4), 200-7.

RIZZOLO L,J., 2002, Human Dissection: An Approach to Interweaving the Traditional and Humanistic Goals of Medical Education the Anatomical Record, New Anat, 269, 242–248.

SAYEK, I., ODABASI, O., KIPER, N., 2010, Türk Tabipleri Birliği Mezuniyet Öncesi Tıp Eğitimi Raporu- 2010, Ankara, Türk Tabipleri Birliği Yayınları.

SAYLAM, C., COSKUNOL, H., 2005, Orientation Lesson in Anatomy Education, Surg Radiol Anat, 27, 74–77.

SEHIRLI, U.S., SAKA, E., SARIKAYA, Ö., 2004, Attitudes of Turkish Anatomists toward Cadaver Donation, Clinical Anatomy, 17, 677–681.

TOPLA, D.A., OCAK, A.M., 2014, Harmanlanmış Öğrenme Ortamı ile Hazırlanan Anatomi Derslerinin Öğrencilerin Akademik Başarıları Üzerindeki Etkisi, Eğitim Teknolojisi Kuram ve Uygulama, 4(1), 1-8.

TURAN-ÖZDEMIR, S., CANKUR, N.S., KURT, M.A., 2001, Tıp Fakültesi Öğrencilerinin Anatomi Uygulamaları Hakkındaki Görüşleri: Bir Geri Bildirim Örneği, Uludağ Üniversitesi Tıp Fakültesi Dergisi, 27, 1-8.




How to Cite

Bilir, A., Ertekin, T. ., Turamanlar, O., Güzel, H., & Atay, E. (2021). Perceptions of cadavers in physiotheraphy students and approaches to use of cadavers for anatomy education. HEALTH SCIENCES QUARTERLY, 1(1), 31–36.