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La publicación del Debate sobre “Cuerpos Humanos para la Enseñanza de la Anatomía: Importancia y Procuración – Experiencia con la Donación de Cadáveres” en el último número llamó la atención de la comunidad anatómica internacional por la amplitud del enfoque y la diversidad de las situaciones mencionadas. Aunque es posible encontrar muchos otros artículos sobre el tema, generalmente se enfocan a una experiencia particular, un país o, eventualmente, a un continente. Este Debate dio una breve visión sobre diferentes continentes y provesó un rápido punto de vista sobre los acuerdos y diversidad de problemas que afrontan los profesores de Anatomía en una amplia variedad de culturas. Tal como se especificó en la primera parte, los comentarios, consultas y respuestas de los participantes iniciales y los lectores en general serían considerados para una segunda parte del Debate. Todas las contribuciones significativas han sido organizadas e incluidas en esta instancia. Los lectores podrán encontrar información importante relativa a Australia, República Checa, Rusia, Turquía y Venezuela y comentarios adicionales a los conceptos previamente publicados sobre India, Malasia, Sudáfrica y Estados Unidos. Publication of the Debate on “Human Bodies to Teach Anatomy: Importance and Procurement – Experience with Cadaver Donation” in the immediate past issue called the attention of the international anatomic community because of the broad approach and the diversity of the mentioned situations. Instead it is possible to find many other articles on this topic they are usually focused on a particular experience, country or, eventually, a continent. This Debate gave a brief mapping on different continents and provided a quick point of view on agreements and diversity of problems afforded by the professors of Anatomy under a wide variety of cultures. As it was specified in the first part, comments, queries and answers from the initial participants and general readers should be considered as a second part of the Debate. All significant contributions have been organized and included in this instance. Readers may find important information related to Australia, Czech Republic, Russia, Turkey and Venezuela, and additional comments on the previous published concepts about India, Malaysia, South Africa and United States.

Este Debate fue propuesto para aportar diferentes puntos de vista y conocer la diversidad de circunstancias involucradas en la procuración y uso de cadáveres para la enseñanza de la Anatomía, a estudiantes de pre y post-grado, en el mundo. Un grupo reducido pero representativo de profesores de Anatomía de todos los continentes fueron invitados a participar. Se distribuyeron algunos lineamientos para que los escritos tuvieran similar orientación, aunque los autores podían incluir cualquier concepto que consideraran de interés para los lectores. Además de los profesores de diversos países, el Prof. Bernard Moxham (Presidente de IFAA) aportó al Debate la posición oficial de la Federación Internacional de Asociaciones de Anatomistas. Los panelistas acordaron en la importancia de utilizar material cadavérico para la enseñanza de la Anatomía, sin embargo, la provisión, las fuentes y los procedimientos utilizados para adquirirlos fueron algo diferentes de un país y/o universidad a otro. La experiencia de los países europeos, las limitaciones culturales en los asiáticos y africanos, y el retraso y los problemas estructurales en Sudamérica, son algunas de las particularidades que se señalan. Después de esta publicación se recibirán las preguntas y comentarios no solo de los participantes sino también de los lectores en general, las cuales serán respondidas y ambas, preguntas y respuestas, publicadas en el próximo número. Entonces, el Debate alcanzará su punto máximo al permitir a todas las personas involucradas en el tema, en cualquier lugar del mundo, participar y aportar información adicional. This Debate was proposed to provide different points of view and to know the diversity of circumstances involved in the procurement and use of cadavers to teach Anatomy, to pre and post-graduate students, all over the world. A reduced but representative group of professors of Anatomy of all continents were invited to participate. Some guidelines were distributed to give a common orientation to each paper instead authors were able to include whatever they considered to be of reader’s interest. Within the professors from different countries, Prof. Bernard Moxham (IFAA President) supported the Debate with the International Federation of Associations of Anatomists official position. The panelists agreed about the importance of using cadaveric material to teach Anatomy, but the provision, sources and procedures followed to get them are quite different from one to another country and/or university. The experience of European countries, the cultural limitations in Asiatic and African ones, the delay and structural problems in South America, are some of the pointed peculiarities. After this publication we will receive the questions and comments, not only from the Debate participants but also from general readers, which will be answered and both, questions and answers, published in the next issue. Then, the Debate may reach its top point by letting involved people from all over the world to take part and provide additional information.

Introduction: The study of anatomy using human cadavers, and their ability to experience the practice of dissection, are resources of medical education since ancient times. While it is the most comprehensive educational resource (from visuospatial, attentional, motivational and mnemonic) because it highlights the anatomy of structures in its real context, many students generate heterogeneous feelings (curiosity, disgust or fear) and symptoms of stress or anxiety. These reactions impact on their adherence to the subject, implication, performance and even the formation of its defensive mechanisms that will put the game in his professional life-care and patient-physician future relationship. Objectives: To determine the subjective response of students compared to cadaveric practical material. Materials and methods: We implement an anonymous survey, structured and normatized in 620 students of 3rd Chair of Anatomy, which included "Anxiety Scale's death" (Temple, 1970) and socioeconomic parameters. In a group we investigate the terms associated with the concepts of "cadaveric material" and "anatomical piece" and groups of conceptual dimensions with free listings technique were investigated (Bernard, 1988). Statistical parameters were applied and complied with the ethical and legal requirements. Results: We found that the most common physical reactions were disgust and palpitations, reaching the abandonment of the classroom dissection. The consequences after the first TP were most prevalent difficulty sleeping and have recurring images of MC. For free listings technique "cadaveric material" with death and disgust, and "anatomical piece" with associated fracture and dismemberment. Conclusions: There heterogeneous physical and emotional and subjective in students of anatomy for the use of cadaveric material reactions. The reactions are adaptive responses to address the study and have an impact on the teaching-learning process and future professional practice. [ABSTRACT FROM AUTHOR]

Publication of the Debate on "Human Bodies to Teach Anatomy: Importance and Procurement -- Experience with Cadaver Donation" in the immediate past issue called the attention of the international anatomic community because of the broad approach and the diversity of the mentioned situations. Instead it is possible to find many other articles on this topic they are usually focused on a particular experience, country or, eventually, a continent. This Debate gave a brief mapping on different continents and provided a quick point of view on agreements and diversity of problems afforded by the professors of Anatomy under a wide variety of cultures. As it was specified in the first part, comments, queries and answers from the initial participants and general readers should be considered as a second part of the Debate. All significant contributions have been organized and included in this instance. Readers may find important information related to Australia, Czech Republic, Russia, Turkey and Venezuela, and additional comments on the previous published concepts about India, Malaysia, South Africa and United States. [ABSTRACT FROM AUTHOR]

This Debate was proposed to provide different points of view and to know the diversity of circumstances involved in the procurement and use of cadavers to teach Anatomy, to pre and post-graduate students, all over the world. A reduced but representative group of professors of Anatomy of all continents were invited to participate. Some guidelines were distributed to give a common orientation to each paper instead authors were able to include whatever they considered to be of reader's interest. Within the professors from different countries, Prof. Bernard Moxham (IFAA President) supported the Debate with the International Federation of Associations of Anatomists official position. The panelists agreed about the importance of using cadaveric material to teach Anatomy, but the provision, sources and procedures followed to get them are quite different from one to another country and/or university. The experience of European countries, the cultural limitations in Asiatic and African ones, the delay and structural problems in South America, are some of the pointed peculiarities. After this publication we will receive the questions and comments, not only from the Debate participants but also from general readers, which will be answered and both, questions and answers, published in the next issue. Then, the Debate may reach its top point by letting involved people from all over the world to take part and provide additional information. [ABSTRACT FROM AUTHOR]