Krebs Claudia, Hildebrandt Sabine
Department of Cellular and Physiological Sciences, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada.
Department of Pediatrics, Division of General Pediatrics, Boston Children's Hospital, Harvard Medical School, Boston, Massachusetts, USA.
Anat Sci Educ. 2025 Sep;18(9):1013-1020. doi: 10.1002/ase.70090. Epub 2025 Jun 30.
Amid the accelerating integration of digital technologies in the health professional education, anatomy education with an emphasis on engagement with real human bodies can provide a crucial counterweight to digital abstraction. Rapid advances in artificial intelligence and algorithm-driven medicine may lead to the intrinsic value of embodied human experience being overlooked. Hands-on anatomy education-through practices such as dissection and direct engagement with human remains-can reaffirm the reality of the human body and nurture the empathy and ethical reflection essential for an empathy-grounded practice in the health professions. By engaging directly with the body, learners experience a tactile encounter that transcends what digital simulations and abstract data can offer. Grounded in phenomenology and the concept of the "lived body," this approach challenges the notion that our physical existence can be entirely captured by computational models. Instead, it emphasizes that the sensory, emotional, and ethical dimensions of human existence are crucial for both medical understanding and compassionate practice. Throughout history, anatomical inquiry has long served as a site for confronting mortality, identity, spiritual inquiry, and social inequities. The concept of the anatomical gaze onto the human body illustrates how historical practices of dissection and anatomical illustration reveal the power dynamics and ethical challenges inherent in observing and interpreting the human body. In an age where online interactions increasingly shape human connection, the tactile lessons of anatomy provide a vital safeguard against the erosion of empathy and the dehumanization of patient care. Thus, anatomy education is both an ethical and political imperative today: By grounding future healthcare professionals in the tangible realities of human existence, anatomy education will need a balanced approach-one that embraces technological advancements while honoring the complexity and dignity of the human body.
在数字技术加速融入健康专业教育的背景下，强调与真实人体互动的解剖学教育能够为数字抽象化提供关键的平衡力量。人工智能和算法驱动医学的快速发展可能导致人类亲身体验的内在价值被忽视。通过解剖等实践以及直接接触人体遗体的实践操作进行的实践解剖学教育，能够重申人体的现实存在，并培养健康专业中基于同理心的实践所必需的同理心和伦理反思。通过直接接触身体，学习者会经历一种触觉体验，这种体验超越了数字模拟和抽象数据所能提供的。基于现象学和“活体”概念，这种方法挑战了我们的物理存在可以完全由计算模型捕捉的观念。相反，它强调人类存在的感官、情感和伦理维度对于医学理解和富有同情心的实践都至关重要。纵观历史，解剖学探究长期以来一直是面对死亡、身份认同、精神探索和社会不平等的场所。对人体的解剖学凝视概念说明了解剖和解剖学绘图的历史实践如何揭示观察和解释人体时固有的权力动态和伦理挑战。在一个在线互动日益塑造人际关系的时代，解剖学的触觉课程为防止同理心的侵蚀和患者护理的非人性化提供了至关重要的保障。因此，解剖学教育在当今既是一项伦理要求，也是一项政治要求：通过让未来的医疗保健专业人员扎根于人类存在的切实现实，解剖学教育需要一种平衡的方法——一种既拥抱技术进步又尊重人体复杂性和尊严的方法。
