The ethical use of digital technology in teaching anatomy: A southern African perspective

Tamara Lottering; Brendon Billings; Desiré Brits; Erin Hutchinson; Beverley Kramer

doi:10.1016/j.aanat.2022.151990

The ethical use of digital technology in teaching anatomy: A southern African perspective

Ann Anat. 2022 Oct:244:151990. doi: 10.1016/j.aanat.2022.151990. Epub 2022 Aug 17.

Authors

Tamara Lottering¹, Brendon Billings², Desiré Brits³, Erin Hutchinson⁴, Beverley Kramer⁵

Affiliations

¹ School of Anatomical Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa. Electronic address: Tamara.lottering1@students.wits.ac.za.
² School of Anatomical Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa. Electronic address: Brendon.billings@wits.ac.za.
³ School of Anatomical Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa. Electronic address: Desire.brits@wits.ac.za.
⁴ School of Anatomical Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa. Electronic address: Erin.hutchinson@wits.ac.za.
⁵ School of Anatomical Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa. Electronic address: Beverley.kramer@wits.ac.za.

PMID: 35987425
DOI: 10.1016/j.aanat.2022.151990

Abstract

Background: The use of 21st Century technology in anatomy teaching and the recent crisis caused by the Coronavirus pandemic has stimulated anatomists to ponder the ethics surrounding the utilisation of digital images from human bodies of known and unknown provenance in teaching.

Aim: This novel study explores the awareness of southern African anatomy educators regarding the provenance and ethical use of human material in digital resources for E-learning purposes.

Materials and method: Anatomy educators (both members and non-members of the Anatomical Society of Southern Africa including postgraduate students in anatomy) located in 15 health sciences facilities in southern Africa were asked to participate in the survey which consisted of an anonymous, cross-sectional, questionnaire conducted on an online research data system, REDCap.

Results: While 52% of respondents used E-learning resources sourced from their own departments for teaching, only 58% of these had knowledge of the provenance of the human material used. Of the 72% of respondents using images from external E-learning resources, 64% did not know the provenance of the human material in these resources. Some southern African anatomists considered anonymity as equivalent to informed consent. Regarding the acceptability of unclaimed bodies for online images, 37% of respondents were against the use of these bodies, while 20% indicated that it was acceptable. Personal internal moral conflict was acknowledged regarding the use of material from unclaimed bodies, particularly during crises such as the Coronavirus pandemic when digital resources were limited.

Discussion and conclusions: Factors such as lack of awareness of provenance, the law in South Africa and using anonymity for consent, influence the ethical behaviour of southern African anatomists. Clear guiding principles would be of value for anatomists globally with respect to consent to the taking and distribution of images, and transparency on the source of the digital images provided in digital texts and online platforms. The establishment of both an oversight and ethics committee at institutions where digital imaging will be used is recommended.

Keywords: Anatomy education; Body provenance; Consent; Digital technology; Ethics.

MeSH terms

Anatomists*
Anatomy* / education
Cadaver
Cross-Sectional Studies
Digital Technology
Humans
Morals
Teaching