Notzer Netta, Zisenwine David, Oz Libi, Rak Yoel
Unit of Medical Education, Sackler Faculty of Medicine, Tel-Aviv University, Tel Aviv, Israel.
Clin Anat. 2006 Jul;19(5):442-7. doi: 10.1002/ca.20312.
More than three thousand years of Jewish historical and scholarly writings have addressed the problematic relationship between anatomical dissection for the purpose of medical education and Judaism, which values the wholeness and sanctity of the human body. The Department of Anatomy at Tel Aviv University's Sackler Faculty of Medicine has sought to bridge the gap between science and Jewish religious-cultural values. The Department requires students to conduct laboratory dissections on cadavers in an ethical and respectful manner. Student emotions are also addressed by the Department as students are encouraged to share their apprehensions and concerns about participating in dissections in discussion groups. At the same time, the high academic standards of the medical school are strictly upheld, ensuring that each student has a thorough knowledge of human anatomy. Teaching anatomy in Israeli medical school involves reconciling two conflicting approaches to dissection: (1) The scientific-medical approach, which views the human body as inert material and anatomical dissection as a means of studying anatomy and gaining medical knowledge. (2) A Jewish religious point of view, which perceives anatomical dissection as a threat to the sanctity of a human body and leads to the defilement of those participating in the dissection. In this article, the views of major Jewish scholars regarding dissection are presented and discussed in relation to their implementation in the dissection theater. These views are examined in an anthropological light based on observations in the dissection room and interviews with students and faculty members. The findings reflect the emotions and concerns of Israeli medical students at the Sackler Faculty of Medicine in particular as well as those of the Israeli-Jewish population as a whole. In the dissection theater, medical students must gain a comprehensive understanding of human anatomy while dealing with their own personal ethical, cultural, and religious views on death and dying. Confronting these issues enhances both personal growth as individuals and professional behavior as future physicians.
三千多年来，犹太历史和学术著作一直在探讨为医学教育目的进行解剖与犹太教之间的问题关系，犹太教重视人体的完整性和神圣性。特拉维夫大学萨克勒医学院的解剖学系一直致力于弥合科学与犹太宗教文化价值观之间的差距。该系要求学生以符合道德和尊重的方式对尸体进行实验室解剖。该系也关注学生的情绪，鼓励学生在讨论小组中分享他们对参与解剖的担忧。与此同时，医学院严格维持高学术标准，确保每个学生都对人体解剖学有透彻的了解。在以色列医学院教授解剖学涉及调和两种相互冲突的解剖方法：（1）科学医学方法，将人体视为无生命的物质，将解剖视为研究解剖学和获取医学知识的手段。（2）犹太宗教观点，将解剖视为对人体神圣性的威胁，并导致参与解剖者受到玷污。在本文中，主要犹太学者关于解剖的观点被呈现出来，并结合其在解剖室的实施情况进行讨论。基于在解剖室的观察以及对学生和教职员工的访谈，从人类学角度审视这些观点。研究结果反映了特别是特拉维夫大学萨克勒医学院以色列医学生以及整个以色列犹太人群体的情绪和担忧。在解剖室里，医学生在处理自己关于死亡和临终的个人伦理、文化和宗教观点的同时，必须全面了解人体解剖学。面对这些问题既能促进个人成长，也能提升作为未来医生的职业行为。
