Ethical aspects of the corpses study

Abstract

Introduction: In order to train qualified medical staff, the study is performed on the corpse, which is the basis for achieving the intended educational goals. The way of using corpses in dissection activities, should include mandatory ethics component necessary, because human material is invaluable, even if not alive; through the practical application, through the concrete way in which take place the specific dissection methods, both teachers and students should not bring any damage to the intrinsic value of the body. Purpose and Objectives: Highlighting the ethical aspects of corpses study. Also, defining the social utility of human body dissection according to medical prescriptions, and the need for proper students' ethical attitude towards it. There have been described legal, ethical, bioethical dissection of corpses. Materials and methods: Scientific publications of different type related to the subject. Corpse's material at the practical lessons of the anatomy. There have been used analitycal, practical (participation in tissue handling, corpses'organs), bioethical,medical-historical comparative methods. Results: Debates on bioethical essence, mostly, have a central point of interest the life of the person but there are required and studying methods of dissecting human corpses. Dissection procedures affect the integrity of the body of the deceased as we accept that we owe respect to the human body (as it is a projection of the individual post mortem alive), it creates a seemingly irreconcilable conflict between the need of unfolding these procedures on one side, and on the other side to physical integrity of the person. lt is very important, from the ethical standpoint, to pay respect to the human corpse because the human body, even if it is lifeless, has an intrinsic and sacred value. Performing the study on the corpse, will be guided by respect to the corpse as a former human being. The human body retains even in death a recognizable form, which requires respect for the identity of that person. Indirectly speaking the way we treat the human body is reflected on how we treat the living people. Another argument is considering our desire to respect the memory of the deceased. Corpse is the material bearer of a myriad of events, that persist in our memory opposite the deceased. We must consider the moral and religious significance of the human body. Even if Christian doctrine clearly distinguishes between body and soul, we must not forget the promise that gives us the religion. Actual respect that we must have for the body of the deceased is a "preview" that we will respect the human body after its revival. Therefore from a religious viewpoint, the disrespect for the human corpse would mean not only an inappropriate moral and ethical attitude for the deceased, but also it represents the entire human existence and the whole of humanity. Conclusion: The use of human corpses for teaching must be performed by means of bioethical principles revealing the intrinsic ethical value of the it. During the study process students need to apply these principles.