Deceased human bodies are donated for education and research. Informed consent has become the standard for research on the living. A question could be asked on how informed are the donors and their families about the process before this generous gift is given. The aim of this study is to evaluate and compare the published donation forms used by body donation programs in the United States and assess them according to the guidelines published by the American Association of Clinical Anatomists. The findings of this study shows that the level of information given to donors and families, before consenting to whole body donation, varies greatly throughout the United States. Many of the forms fail to include the recommendations made by professional societies. Additional information needs to be added to whole body donation forms to better inform donors and families about the donation process, what happens to the body, and the final disposition of the bodies once studies are completed. Overall, it was concluded that in some cases consent is being obtained but much more needs to be done before institutions can claim to obtain informed consent.

Several teaching resources are used to enhance the learning of anatomy. The purpose of this study was to examine the preference of medical students on the use of various resources to learn anatomy and their link to 12 learning outcomes. A selected response item questionnaire was administered that asked students to rank six laboratory teaching resources from most to least preferred, and rate how useful these six resources were towards achieving 12 learning outcomes. These learning outcomes covered many of the learning domains such as demonstrating an understanding of anatomy, visualizing structures, appreciating clinical correlations, and understanding anatomical variations. Medical students ranked cadaveric prosections paired with an active learning clinical tutorial as the highest rank and most useful resource for learning anatomy, followed by dissection videos, electronic resources, and printed material, followed by plastinated specimens and plastic models. Overall, cadaveric prosections were also rated as the most helpful teaching resource in achieving various learning outcomes. In conclusion, anatomy teachers should provide prosections coupled with clinical tutorials as well as electronic resources as students prefer these and think they help them learn anatomy. Future studies will investigate the impact of using these resources on students’ performance.