Using body donor demographics to assist the implementation of donation programs in Brazil

The use of human material in anatomy education depends upon the generosity of body donors. However, little is known regarding the demographics of body donors in Brazil, where voluntary body donation is a relatively rare phenomenon. Hence, the aim of the present study was to elucidate the demographic profile of applicants to the Body Donation Program (BDP) at the Federal University of Health Sciences of Porto Alegre in Brazil, as well as to assess whether the observed characteristics of body donors are unique to that sample, or if they merely reflect the characteristics of the regional population. Information derived from the specific forms filled out by donors between January 2008 and June 2016 at the time of registration were collected. Data from 416 forms were analyzed. Based on this study, the typical applicant in Brazil is typically a white female (67.4%), over 60 years of age (60.3%), unmarried or single (70.6%), affiliated with a religious group (89.1%), of middle class background (40.4%), who has completed high school and/or holds a university degree (93.8%). The motivation of donors was, in most cases, an altruistic gesture, represented by the desire to help society and science. Elucidating these demographic characteristics of potential donors may help identify the target public to which information regarding body donation campaigns could be directed. Anat Sci Educ 10: 475–486. © 2017 American Association of Anatomists.

[1]  S. Biasutto,et al.  PART II - HUMAN BODIES TO TEACH ANATOMY: IMPORTANCE AND PROCUREMENT – EXPERIENCE WITH CADAVER DONATION. Parte II - Cuerpos humanos para la enseñanza de la Anatomía: Importancia y procuración – Experiencia con la donación de cadáveres , 2016 .

[2]  Beat M Riederer,et al.  Body donations today and tomorrow: What is best practice and why? , 2016, Clinical anatomy.

[3]  B. Kramer,et al.  Transformation of a cadaver population: Analysis of a South African cadaver program, 1921–2013 , 2015, Anatomical sciences education.

[4]  D. Jones,et al.  Human body donation programs in Sri Lanka: Buddhist perspectives , 2015, Anatomical sciences education.

[5]  C. A. D. de Oliveira,et al.  Peer mentoring program in an interprofessional and interdisciplinary curriculum in Brazil , 2015, Anatomical sciences education.

[6]  Jiong Ding,et al.  An overview of the roles and responsibilities of Chinese medical colleges in body donation programs , 2014, Anatomical sciences education.

[7]  E. Anyanwu,et al.  The dissection room experience: A factor in the choice of organ and whole body donation—A Nigerian survey , 2014, Anatomical sciences education.

[8]  C. Brito,et al.  The availability of teaching–pedagogical resources used for promotion of learning in teaching human anatomy , 2013, Advances in medical education and practice.

[9]  Andrea Oxley da Rocha,et al.  The body donation program at the Federal University of Health Sciences of Porto Alegre: A successful experience in Brazil , 2013, Anatomical sciences education.

[10]  Rob Eisinga,et al.  Over My Dead Body: Body Donation and the Rise in Donor Registrations in the Netherlands , 2013, Omega.

[11]  G. Tipoe,et al.  Voices of donors: Case reports of body donation in Hong Kong , 2012, Anatomical sciences education.

[12]  M. Stringer,et al.  Who donates their body to science? An international, multicenter, prospective study , 2012, Anatomical sciences education.

[13]  A. Shetty,et al.  Knowledge, attitude, and practices regarding whole body donation among medical professionals in a hospital in India , 2011, Anatomical sciences education.

[14]  R. Eisinga,et al.  Personality and motivation for body donation. , 2011, Annals of anatomy = Anatomischer Anzeiger : official organ of the Anatomische Gesellschaft.

[15]  S. K. Chakraborty,et al.  Body Donation and its Significance in Anatomy Learning in Bangladesh - A Review , 2011 .

[16]  Jeffrey D. Strauss,et al.  The hand that gives the rose. , 2011, Mayo Clinic proceedings.

[17]  Jong-Tae Park,et al.  The trend of body donation for education based on Korean social and religious culture , 2011, Anatomical sciences education.

[18]  Mingchang Zhang,et al.  Body and organ donation in Wuhan, China , 2010, The Lancet.

[19]  H. Gangata,et al.  The reliance on unclaimed cadavers for anatomical teaching by medical schools in Africa , 2010, Anatomical sciences education.

[20]  Elizabeth Neves de Melo,et al.  Procedimentos legais e protocolos para utilização de cadáveres no ensino de anatomia em Pernambuco , 2010 .

[21]  R. Eisinga,et al.  Motivation for body donation to science: more than an altruistic act. , 2010, Annals of anatomy = Anatomischer Anzeiger : official organ of the Anatomische Gesellschaft.

[22]  M. Stringer,et al.  The profile of body donors at the Otago School of Medical Sciences--has it changed? , 2010, The New Zealand medical journal.

[23]  V. Fan,et al.  “Silent virtuous teachers”: anatomical dissection in Taiwan , 2009, BMJ : British Medical Journal.

[24]  M. Stringer,et al.  The wider importance of cadavers: Educational and research diversity from a body bequest program , 2009, Anatomical sciences education.

[25]  R. Gunderman Giving ourselves: The ethics of anatomical donation , 2008, Anatomical sciences education.

[26]  Kathryn McClea The Bequest Programme at the University of Otago: cadavers donated for clinical anatomy teaching. , 2008, The New Zealand medical journal.

[27]  Friedrich Paulsen,et al.  The dissection course - necessary and indispensable for teaching anatomy to medical students. , 2008, Annals of anatomy = Anatomischer Anzeiger : official organ of the Anatomische Gesellschaft.

[28]  B. J. Moxham,et al.  The legal and ethical framework governing Body Donation in EuropeA review of current practice and recommendations for good practice , 2008 .

[29]  L. Boult,et al.  Let the dead teach the living: the rise of body bequeathal in 20th-century America. , 2007, Academic medicine : journal of the Association of American Medical Colleges.

[30]  Prakash,et al.  Cadavers as teachers in medical education: knowledge is the ultimate gift of body donors. , 2007, Singapore medical journal.

[31]  Lawrence J Rizzolo,et al.  Should we continue teaching anatomy by dissection when ...? , 2006, Anatomical record. Part B, New anatomist.

[32]  D. Patten,et al.  Anatomy teaching: ghosts of the past, present and future , 2006, Medical education.

[33]  H. Moody Dreams for the Second Half of Life , 2005, Journal of gerontological social work.

[34]  A. Winkelmann,et al.  Cadavers as teachers: the dissecting room experience in Thailand , 2004, BMJ : British Medical Journal.

[35]  W. Pawlina,et al.  Dissection in learning and teaching gross anatomy: rebuttal to McLachlan. , 2004, Anatomical record. Part B, New anatomist.

[36]  James H. Johnson,et al.  Importance of dissection in learning anatomy: Personal dissection versus peer teaching , 2002, Clinical anatomy.

[37]  Barend C.J. Labuschagne,et al.  Cadaver profile at University of Stellenbosch Medical School, South Africa, 1956–1996 , 2000, Clinical anatomy.

[38]  L. Tornstam Late-Life Transcendence: A New Developmental Perspective on Aging , 1999 .

[39]  D. Dluzen,et al.  Survey of cadaveric donor application files: 1978–1993 , 1998, Clinical anatomy.

[40]  D. Dluzen,et al.  Survey of cadaveric donors to a body donation program: 1978–1993 , 1996, Clinical anatomy.

[41]  B. Hurwitz,et al.  Donors' attitudes towards body donation for dissection , 1995, The Lancet.

[42]  D. Jones,et al.  The bequest of human bodies for dissection: a case study in the Otago Medical School. , 1992, The New Zealand medical journal.

[43]  L. Gero-transcendence : A reformulation of the disengagement theory , 2022 .