Abstract：
Clinical anatomy education is meant to prepare students for caring for the living, often by working with the dead. By their nature many clinical anatomy education programs privilege topographical form over the donor\'s humanity. This inbalance between the living and the dead generates tensions between the tangible and the spiritual insofar as semblances of the humanity of donors endure even in depictions and derivatives. This article argues that considering the relevance of spirituality, and what endures of a donor\'s humanity after death, would enhance contemporary anatomy education and the ethical treatment of human body donors (and derivatives). In developing this argument, we (the authors) address the historical connection between spirituality and anatomy, including the anatomical locations of the soul. This serves as a basis for examining the role of the mimetic-or imitative-potential of deceased human donors as representations of the living. We deliberate on the ways in which the depersonalization and anonymization of those donating challenge the mimetic purpose of human body donors and the extent to which such practices are misaligned with the health care shift from a biomedical to a biopsychosocial model. Weighing up the risks and opportunities of anonymization versus personalization of human body donors, we propose curricula that could serve to enhance the personalization of human donors to support students learning topographical form. In doing so, we argue that the personalization of human donors and depictions could prevent the ill effects of digital representations going \"viral,\" and enhance opportunities for donors to help the general public learn more about the human form.
摘要：
临床解剖学教育是为了培养学生照顾生活，经常和死者一起工作。从本质上讲，许多临床解剖学教育计划在捐献者的人性中享有地形学的特权。活人和死人之间的这种不平衡在有形和灵性之间产生了紧张关系，因为即使在描绘和衍生品中，捐助者的人性也能忍受。本文认为，考虑到灵性的相关性，以及捐献者死后的人性，将加强当代解剖学教育和人体供体（和衍生物）的伦理治疗。在发展这一论点时，我们(作者)讨论了灵性和解剖学之间的历史联系，包括灵魂的解剖位置。这可以作为检查已故人类捐赠者的模仿或模仿潜力作为生命代表的作用的基础。我们仔细研究了捐献者的人格解体和匿名化挑战人体捐献者的模仿目的的方式，以及这种做法与从生物医学到生物心理社会模式的医疗保健转变的程度。权衡匿名化与人体捐献者个性化的风险和机会，我们提出的课程，可以帮助提高人类捐助者的个性化，以支持学生学习地形形式。在这样做的时候，我们认为，人类捐赠者和描绘的个性化可以防止数字表征的不良影响“病毒”，并增加捐助者帮助公众更多地了解人类形态的机会。
