Department of Anatomy, Brighton and Sussex Medical School, University of Sussex, Brighton, UK.
Adv Exp Med Biol. 2020;1260:109-122. doi: 10.1007/978-3-030-47483-6_6.
The use of images in various forms (drawing, photography, digital applications) has always been intrinsically associated with anatomy; however, the way in which anatomy educators and students create, access, view and interact with images has changed dramatically over the last 20 years. The method that anatomy educators use to engage with students and the wider public and how students engage with each other and faculty has also changed since the turn of the century, largely due to the emergence of social media. These two facets, the move towards digital images and the use of social media, are now intricately interlinked because social media enable anatomy educators to share digital learning resources easily and instantly to a global audience. This new trend of using social media to share digital images has created some ethical dilemmas that anatomy educators are researching and seeking guidance on to ensure that they are representing the potential conflicting needs and/or requirements of different stakeholders, including donors, donor families, students, the public, regulators and anatomy educators themselves. Meeting the various needs of stakeholders is complex; however, this chapter suggests an ethical approach for how digital images and social media can continue to be part of anatomy education.
图像以各种形式（绘画、摄影、数字应用）的使用一直与解剖学有着内在的联系；然而，在过去的 20 年里，解剖学教育者和学生创建、访问、查看和与图像交互的方式发生了巨大的变化。自本世纪初以来，解剖学教育者与学生以及更广泛的公众互动的方式以及学生之间与教师互动的方式也发生了变化，这主要是由于社交媒体的出现。这两个方面，即向数字图像的转变和社交媒体的使用，现在已经紧密地联系在一起，因为社交媒体使解剖学教育者能够轻松、即时地向全球受众分享数字学习资源。使用社交媒体分享数字图像的这种新趋势引发了一些伦理困境，解剖学教育者正在对此进行研究并寻求指导，以确保他们能够代表不同利益相关者（包括捐赠者、捐赠者家属、学生、公众、监管机构和解剖学教育者本身）潜在的相互冲突的需求和/或要求。满足利益相关者的各种需求是复杂的；然而，本章提出了一种关于数字图像和社交媒体如何继续成为解剖学教育一部分的伦理方法。
