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Trauma-Informed Bequeathed Body Donor Meeting Sessions: A Guide for Creating a Supportive and Humanistic Anatomy Laboratory

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Title: Trauma-Informed Bequeathed Body Donor Meeting Sessions: A Guide for Creating a Supportive and Humanistic Anatomy Laboratory
Language: English
Authors: Bryn Bhalerao (ORCID 0009-0001-3221-3081), Catherine Belling (ORCID 0009-0008-1713-2911), Angelique N. Dueñas (ORCID 0000-0003-0906-0934), Charys M. Martin (ORCID 0000-0002-2508-3434), Andrew M. Deweyert (ORCID 0009-0004-9404-0659)
Source: Anatomical Sciences Education. 2026 19(4):599-609.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Medical Education, Medical Students, Medical Schools, Anatomy, Donors, Human Body, Laboratory Procedures, Trauma Informed Approach, Humanism, Models, Professional Identity, Patients
DOI: 10.1002/ase.70177
ISSN: 1935-9772
1935-9780
Abstract: Anatomy educators are increasingly seeking approaches that honor the humanity of body donors while supporting learners through their first encounters in the gross anatomy lab. We describe a comprehensive donor meeting session, implemented in both dissection and prosection curricula at two North American medical schools, that prepares students to engage with donors before formal content-based learning begins. Grounded in the six principles of trauma-informed practice--safety; trustworthiness and transparency; peer support; collaboration; empowerment; and inclusivity--the session prioritizes relational and humanistic engagement over technical preparation alone. Learner reflections and faculty observations indicate that this model promotes emotional readiness, mitigates distress, and cultivates gratitude and humanism. We offer this framework for anatomy educators aiming to create supportive, donor-centered learning environments that shape both professional identity and future patient care.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502845
Database: ERIC
FullText Text:
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  Data: Trauma-Informed Bequeathed Body Donor Meeting Sessions: A Guide for Creating a Supportive and Humanistic Anatomy Laboratory
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  Data: <searchLink fieldCode="AR" term="%22Bryn+Bhalerao%22">Bryn Bhalerao</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-3221-3081">0009-0001-3221-3081</externalLink>)<br /><searchLink fieldCode="AR" term="%22Catherine+Belling%22">Catherine Belling</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-1713-2911">0009-0008-1713-2911</externalLink>)<br /><searchLink fieldCode="AR" term="%22Angelique+N%2E+Dueñas%22">Angelique N. Dueñas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0906-0934">0000-0003-0906-0934</externalLink>)<br /><searchLink fieldCode="AR" term="%22Charys+M%2E+Martin%22">Charys M. Martin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2508-3434">0000-0002-2508-3434</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+M%2E+Deweyert%22">Andrew M. Deweyert</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-9404-0659">0009-0004-9404-0659</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Anatomical+Sciences+Education%22"><i>Anatomical Sciences Education</i></searchLink>. 2026 19(4):599-609.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/ase.70177
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  Data: Anatomy educators are increasingly seeking approaches that honor the humanity of body donors while supporting learners through their first encounters in the gross anatomy lab. We describe a comprehensive donor meeting session, implemented in both dissection and prosection curricula at two North American medical schools, that prepares students to engage with donors before formal content-based learning begins. Grounded in the six principles of trauma-informed practice--safety; trustworthiness and transparency; peer support; collaboration; empowerment; and inclusivity--the session prioritizes relational and humanistic engagement over technical preparation alone. Learner reflections and faculty observations indicate that this model promotes emotional readiness, mitigates distress, and cultivates gratitude and humanism. We offer this framework for anatomy educators aiming to create supportive, donor-centered learning environments that shape both professional identity and future patient care.
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