![]() This was supported by the fact that bodies did not decompose when buried under certain circumstances in which natural preservation took place. In several ancient cultures, not only the Egyptian culture, eternal life was associated with a preserved body those whose body decayed would be excluded from the afterlife. One of the first and overall a very important motive was religious beliefs. When summarizing the long history of embalming, one has to identify the main purposes for which cadavers were embalmed. The aim of this review is therefore to give a short overview of the history of embalming, summarize anatomical embalming procedures, identify and briefly describe the most important chemicals and finally clarify the relevant passages from the Biocidal Products Directive. There is also the threat that formaldehyde may be ruled out for embalming purposes by the Biocidal Products Directive 98/8/EC (European Parliament & Council, 1998). Nowadays there is increasing opposition to this and other chemicals. One of the most important chemicals used for this purpose is formaldehyde. This is achieved by treating the cadaver with special chemicals, i.e. Preservation is considered appropriate when the cadaver is kept safe from harm, destruction or decomposition. One of the most important prerequisites for the use of human bodies in educational settings is the appropriate preservation of the cadaver. On the other hand, there are also an increasing number of clinicians, most of them surgeons, arguing for re-enhancing anatomical education by dissection (Bergman et al. Dissection is seen as old-fashioned and outdated in the light of ‘virtualization’. ![]() The arguments against dissection include ethical and financial issues, fears of health hazards, and awareness of people's sensitivities and religious beliefs (Aziz et al. In recent years, several concerns have arisen concerning this usage. It cannot be harmed by the student and its use is ethically sound. It is a non-vital, morbid and mortal, variable, and three-dimensional individual with a low health hazard and high quality of haptic experience, restricted availability and relatively moderate costs per student. The human cadaver has to be classified as a distinct educational tool as it is neither the student's ‘first patient’ nor a mere biological model. 2003) revealed that human bodies have distinct properties and that there are no viable alternatives. ![]() A comparison of educational tools (Brenner et al. The bodies are therefore used as educational tools. Within the framework of (undergraduate) medical education, anatomists use human bodies to teach students, either by demonstrating prosected specimens or by dissection done by the students themselves. Product types of the Biocidal Products Directive (98/8/EC). Table of hazards of substances used in modern anatomical embalming. Anatomy Institute of Sidney University's embalming fluids (Mills, 2010). Proposed ‘new‘ Southampton embalming fluid (O'Sullivan & Mitchell, 1993). Thiel's solutions (either in millilitres for liquids or grams for solids Thiel, 2002). Modified Kurz arterial embalming fluid (Frewein et al. Bergen solution, used until 1979 (Frølich et al. ‘New Basler solution’ (Kurz, 1977/1978 Frølich et al. Coleman and Kogan's preservation (Coleman & Kogan, 1998). Bradbury and Hoshino's embalming fluid (Bradbury & Hoshino, 1978). Tüubingen embalming fluid (Tutsch, 1975). Enhanced embalming fluid by Woodburne & Lawrence (1952). Jores' fixative solution (Bradbury & Hoshino, 1978). Kaiserling's solutions for color and form preservation (Pulvertaft, 1950). Summative table of substances used in modern anatomical embalming.
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