Running head: THE UNIVERSITY OF KENTUCKY BEQUEATHAL PROGRAM 1

The Teacher Who Never Speaks

Saoirse Lucy

University of Kentucky

THE UNIVERSITY OF KENTUCKY BODY BEQUEATHAL PROGRAM 2

Abstract

Leaving a legacy is something that most of us strive for. Whether it be through fame or an

impactful action on the world, most people do not want to be forgotten. What if however, you

couldSome people choose to continue to give back even though you were no longer living.? The

University of Kentucky Body Bequeathal program allows residents from all over Kentucky to

donate their bodies in the interest of science and teaching purposes. It is a rigorous The process

for people of registering to donate your their bodiesy when you diethey pass away is a rigorous

one, in that the. The program representatives want to make sure those interested in the program

are fully aware what they are signing up for. Contrary to popular belief, only bodies who have

been approved prior to death can be accepted into the program. Unclaimed deceased individuals

who pass away at the hospital cannot just be donated to the program in the name of science.

Once participants die, they must be screened for various communicable diseases by a coroner to

still be accepted. Students of all professional medical related programs (medicine, dentistry,

physical therapy, and nursing) benefit immensely from the cadavers. Dr. Jillian Roberts and

graduate student Michael Maniskas share their experiences working with the cadavers and how

this unique experience gives these students an edge in the professional world when it comes to

real patient interaction.

Keywords: cadaver, body bequeathal program, education, medicine

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The Teacher Who Never Speaks

If seeing a dead body lying on a table as you fish through their organs isn’t daunting

enough, imagine looking down towards the deceased individual’s feet and noticing that they still

have pink nail polish smoothly applied to their toes. Although this situation seems like

something out of a law and order episode, it is the reality of the professional medicine related

students here at the University of Kentucky. The University of Kentucky Body Bequeathal

program allows residents from all over Kentucky to donate their bodies in the interest of science

and teaching purposes. Those who work with the bodies as either instructors or students, help

make the intensions of the cadavers possible by teaching and learning from them. The stories of

those the people who work with the bodies in this program, the process the cadavers went

through to make the decision to donate their bodies and how students in various medical related

programs benefit from this program, all contribute to the impactful legacy they have left behind.

Who The People Who Works With Thethe Bodies

Being selfless something is that we all strive to be. We try and take others feelings and

thoughts into consideration in our daily lives, but how about when we are no longer living? The

individuals who made the selfless decision to donate their bodies to science saw the benefits of

continuing to teach long after their time on earth was done. Dr. Jillian Roberts is a stroke

researcher here at the University of Kentucky, as well as a lab instructor for the nursing anatomy

courses. She found herself at UK originally drawn to their outstanding research programs, when

the idea of teaching sparked her interest. She looked into a job opening and reports that

“Eessentially I found myself teaching because I just have an interest in anatomy in

general and especially neuroanatomy that’s the thing that I really like. So just by

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becoming part of this class and creating this lab for the nursing students to get hands on

experience, I got to try out this role of being a teacher. And the best way to get this hands

on experience is going to be from the bodies (cite in APA).”

Working with the bodies gives Dr. Roberts the opportunity to show students things that

are closer to what they are going to see in the real world, versus simply looking at a perfectly

diagrammed textbook picture. I know that fFrom my own experience as a pre-nursing student, I

realize that looking at muscles in a book and then seeing them in a real human is much different

compared to getting to physically touch muscles and see where they attach. This echoes is what

Dr. Roberts reflects on being the most rewarding part of her job. She enjoys the moments where

“that concept finally just cliques in their head.(cite)” Although anatomy is a very difficult course

to learn let alone teach, Dr. Roberts believes that the use of the cadavers is essential in students

being as successful as they can be.

A perspective a little closer to that of my own was shared with me by Michael Maniskas,

a graduate student here at the University of Kentucky. Michael came to UK as a master’s degree

student after previously graduating from Marshall University. He reflects when he was studying

at Marshall, “At Marshall we used sort of plastic models that you guys sometimes use, but we

never actually got to see a real body. And when I entered the Anatomy and Neurobiology unit at

UK I got the opportunity to take a gross dissection course and so with that they actually

introduce you to cadavers for the first time.” Now a graduate student and lab assistant to Dr.

Roberts, Michael has found himself in both the teaching and student role as a graduate student

and a lab assistant to Dr. Roberts. He found the most rewarding and challenging parts of his job

go hand in hand. When students refuse to interact of even look at the bodies, it is frustrating to

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Michael because he knows how essential looking at the anatomy on a real human specimen is

when learning it. This is problem is resolved however when “you get that student in the back and

doesn’t actually interact and you can kind of move them forward and then they feel a little more

comfortable. By the end they are engrossed in the topic and working with the other

students.”(cite) He has seen how the cadavers have not only helped him learn, but helped

students pursuing health related careers get essential hands on experience.

Although they have decomposed a significant amount, people can still tell the things

personal identities like race and gender are still very clear amongst among most of the bodies.

While When working here, both Dr. Roberts and Michael haves seen many physical and personal

variations amongst the bodies, whether it be physical or personal like such as the occupation

theydonors held before passing. I asked Dr. Roberts how much many diversitydiversities there

areis amongst the bodiesy in terms of race, and she stated thattold that she has seen a pretty good

variations from her experience. Although the majority are caucasianCaucasian, she has seen

many africanAfrican americansAmericans, middle Eeasterners and a few people of asianAsian

descent. Having this variety is extremely important for the students. Bbecause first off, they the

students are not only going to be caring for one race as a health care professional.

SecondAdditional, there are various anatomical variations that run through generations of

different races. Only 70% of humans are anatomically in sync, which means there is a 30%

variation amongst people, for example, having an extra kidney or having your organs completely

flipped from the position they are normally in (cite). Michael reflects “and … you know the first

cadaver I opened up wasn’t like a model. You know how you usually have a left and right

kidney, well, this individual only had one kidney, and the take next to us actually had a kidney

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transplant so they had four4 kidneys.” As a future medical professional, you have to look at

each of your patients as an individual rather than a perfect textbook example.

Before they passed away, these individuals had jobs and hobbies which is hard to take

into consideration when you are looking at them strictly for their anatomy because you cannot

speak with them. You would think that because they are donating their body to medicine they

mostly likely had a scientific related career before dying, but in most cases this isn’t true at all.

“I have seen anything ranging from government workers to secretaries, even coal miners”

stated Michael, “coal miner’s you can tell because of the lungs.” All of these cadavers came from

a variety of backgrounds, but all shared to common dream of having learn from them after their

body was no longer a use to them. One man named Carl Jackson, is an example of an individual

who donated their body to the body bequeathal program, but did not have a medical related

background. Carl was a former business professor at UK, and also took pride in being an active

member as a deacon at his church. He decided to donate his body to help further research of

mental disease, because he knew many people who suffered from it (Lexington Herald-Leader,

2014).

Although you want students to not becoming become too emotionally invested in the

bodies, the family members of the cadavers sometimes like students and staff to know a little bit

about who the person is. Michael reported totold me that at the end of each table, there is an

index card stating the information about the donor, including their age, where they came from,

what their occupation was, and something about their hobbies or interests. When I was doing my

muscle lab for anatomy, I looked at the end of the table and my cadaver used to have a passion

for knitting and other crafts. It reminds you us that they were in fact once living, thriving

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members of society like you and Ipeople in the world, and it is a good reminder that their body

are is a gifts for (what?).

There are Oother clues to who they were are also left on and in their the bodies, telling us

who the donors were. Dr. Roberts described to me that because the cadaver population we see

are those aged 50 and above, often times, you students will see hip and knee replacements when

theyyou open up their a cadaver’s limbs. Some cadaverstimes they even have installed

pacemakers which once kept their the hearts beating, and students(? Or workers?)you have to

cut the battery on them so no one gets electrocuted. Sometimes you people can even still see

tattoos that they the donors once had. “The males have a broad range of unique

characteristics,” said Michael, “ fFor the younger ones in the 60’s we have seen tattoos, but

for the older ones in you know their 70’s and 80’s we haven’t seen as many tattoos.” It is

those little small unique things like those that makes the experience of working with cadavers

a very personal oneexperience for who(?).

The dDecision to Ddonate

Regardless of their individual reasons behind donating their bodies, each of

the cadavers that lay in the lab all shared a common value of education. They made the

selfless decision to better the lives of others is admirable, but also had to be well thought

out. A common misconception amongst the public is that people who pass away in the

hospital and bodies are not claimed within an X amountcertain length of time, or are

homeless and have no family are automatically donated to the body bequeathal program. I

brought up with idea to Dr. Roberts and she stated “That statement is completely false […]

we are not going to subject them after their dead to something that we don’t know they would

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want to be subjected to. So we are very careful about making sure they know what’s gonna

happen, and what they are gonna go through, when it’s a choice that they specifically make.” In

this program, Gary Ginn, the body bequeathal manager and coroner, handle the donation process

with aAll donors based on s strict protocol. go through the process with body bequeathal

manager and coroner, Gary Ginn.

When individuals first hear about the program they reach out to Gary and set up a time to

speak with him. They go through an informational session

where they receive information about what is actually

going to happen to their bodies once they pass away and

are admitted into the program. In the picture depicted to

the right, students are observing the body and handling the

cadaver’s organs. This is something that Gary would bring up to potential donors to make sure

they would be okay with students doing. If they are okay with everything the program entails

like being dissected and later cremated after all its use has been done, thean they fill out a variety

of paper work stating that this is their wish.

Even though an individual states this as their intention after they die, the Body

Bequeathal Program University of Kentucky doesn’t necessarily have to accept the body.

According to UK HealthCare Anatomy & Neurobiology website, UK The program has the right

to refuse donations (cite). Examples of why these refuse a body could range from the individual

dying of a trauma to them recently having a major surgery. All of these are kept in mind to make

sure students get the most out of the bodies and are not going to be exposed to any potential

infections that could potentially be spread to themmight affect their health. Michael told me

Picture provided by Purdue University, 2009

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during his interview, “There are restrictions on the body when they come in. So they all are

scanned for diseases and illnesses, things of that nature. You know even though they are dead

and have been embalmed that means nothing should be transferable BUT they are screened by

Gary, he is a coroner, and then by the medical examiner in the hospital releasing them to us to

make sure in the event that some amazing thing does happen that no one will get sick from the

bodies or touching them.” In case this happens, it is suggested that the family have alternate

funeral arrangements (UK Anatomy & Neurobiology 2014).

Although it was the individual’s decision to donate their body, it is their family who

actually has to act on this wish. Sometimes families do not feel comfortable with their deceased

loved ones’ decisions. and wWhen it comes time to actually send the body to the school, they

decide not to follow through. Donor families may find comfort in the knowledge that dignity and

respect is maintained at all times with the cadavers. The contribution that participants in the

Body Bequeathal Program have made is fully recognized and greatly. The laboratory is restricted

and only medical, dental, or health science students, faculty, staff, or students of health-related

professions are authorized to use the facility (UK Anatomy & Neurobiology 2014). The Body

Bequeathal Program does the best they can to make sure all those involved feel comfortable with

body donation, and fully understand how much of a gift their body is to the university.

The concept of donating your body to science is one that has pretty recently become

something normal to do. The history of body donation wasn’t always as professional of a process

as it is now. Back when medical professionals first realized the benefits of using them to

research, they began to hire grave robbers to steal bodies and sell them to the physicians.

Needless to say the process is much less criminal now, with the individual being the one who

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actually makes the decision. With all the research being done, people are encouraged to donate

as little to a few organs, to their entire bodies to science. According to Elizabeth Cohen’s article

Ten uses for your body after you die, there are a variety of ways to donate your body including

being an organ donor, becoming a skeleton, becoming a crash test cadaver, and donating your

body to the “body farm” where forensics students study the importance of the decay process and

estimating the time of death. The idea of remaining charitable even after death is something that

a lot of Americans take pride in (Cohen, 2010).

After discovering all the information about the cadaver process and how individuals

decide to donate their bodies, I decided to ask Dr. Robert and Michael the ultimate question:

would you ever donate your body to the body bequeathal program. Interestingly enough, they

both had very different answers. Michael answered right away with an immediate yes. “Yes, so

first off I am an organ donor. I am kind of young but when I get older I will end up donating my

body,” he stated, “I have seen how it helps the students learn so I have no problems with it at

all.” He has seen the benefits of it as a student and instructor, and as a young individual it is

interesting that he has almost definitely decided to donate his body. Dr. Roberts although does a

similar job, has different plans for her body once she passes. She admits that she would rather be

and organ donor and see her organs and tissues go and help someone who can then go out and do

something good for the world. She reflects “Unless I am like super super old and I didn’t know

anyone in the program at the time than maybe but people potentially knowing who I was being

on the table, I am not a big fan of that. I think overall I would rather be an organ donor, than to

donate my body.” Both feel the same need to help others after they die, however they would

rather approach it in different ways.

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How sStudents Uuse the Bbodies

The medical field in general is one that is extremely competitive and fast paced.

Those who have the courage to take it on have to be prepared as much as they can for what could

possibly lie ahead. Using cadavers as a student, whether it be medical, dental, physical therapy or

nursing, is a key factor in having an edge on the competition. Dr. Roberts explains “being able to

see a cadaver for the first time, lessons the shock a little bit and helps prepare them for when they

are going to see it live for the first time. I think that helps them focus a little bit more on what

they are learning and the material versus never having going through that and seeing it for the

first time on a live human who is bleeding or crying or things like that.” Being able to physically

touch and manipulate different muscles and organs is much more effective than simply glancing

over it in a perfectly diagrammed picture. The same idea is found with cadavers versus the live

human simulators. Although they can speak to students like a normal live human, they still lack

the ability to simulate real tissues and organs, which the cadavers provide.

When I personally first saw the cadavers, I was perfectly fine with the concept until I

looked down and noticed pink nail polish on the cadaver’s toes. It made the whole experience

very real, and suddenly it dawned on me that this is an actual human being. I was able to look

past is eventually, but for that moment I felt frozen. I asked Michael how he helped deal with

students who felt extremely uncomfortable and he reported to me that “Some people just think

they were alive and well before they came here but have hard time disconnecting. It’s all about

just trying to get that point across that they wanted to be here, they wanted you to learn from

them they were well informed. This is not something different then what we told them

beforehand.” Making students comfortable with the idea that they are helping make the

cadaver’s wishes possible often brings comfort to students.

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For others however, looking at the deceased individual can hit very close to home. Dr.

Roberts shared a story with me of a student of hers whose father had recently died of a heart

attack. When it came time to look at the hearts the student felt uneasy about looking at the organ

because it was a constant reminder of her loss. Dr. Roberts told her ““Ok let’s not think of this

has a heart that feels and has emotions for a person, but as a muscle. This is strictly a muscle that

has an anatomical purpose for your body and has an actual function. Let’s see what this muscle

really does, how does it work.” Disconnecting yourself from the human lying on the table is

necessary to get the most out of the experience. Although the professors do not want students to

lose this sense of compassion, there comes a point where you have to zone in on the issue in

order to emotionally cope.

It’s only natural however that students do become attached to the cadavers they work

with all semester. For a lot of students they consider cadavers

like their first patients, who gave them the first steps

necessary to pursue careers many of them have been dreaming

of their whole lives (Hagendorn 2010). It also gives them a

sense of confidence that others may not have when working

with their first live patients. There is not much damage you

can do to a cadaver besides disrespecting it, because it is already dead. If you practice skills on

patients you can’t hurt, you take away all those first time jitters when you are actually working

on a patient. Many students take their appreciation for what the cadavers have taught them

outside of the lab and help burry the ashes of the retired cadavers. Depicted to the left is an

image of students helping dig a grave for the ashes of a cadaver they worked with in lab (Warren

2013).The imagine is taken at the Lexington cemetery, where many students also take the time to

Picture provided by Kentucky.com

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beautify the area and make sure the respect that is so greatly emphasized, is continued even after

the bodies are retired from the program. This displays the gratitude students and staff feel

towards the bodies, and the unmeasurable things that they have taught them. Students realize that

they will use the lessons the cadavers teach them throughout their careers, which is gift that

cannot be thanked enough for. To show appreciation to the cadaver’s families, Gary Ginn

organizes memorial services for the family and friends of the cadaver. During these ceremonies,

students and staff are able to share with families the types of ways their loved ones gift helped

them learn and how exactly they were used in lab. It often brings comfort to the families, Dr.

Roberts explained to me, because usually all they know is that their loved ones bodies is going to

some lab in the university, but to know specifics gives them a sense of pride of their relatives

donation.

Conclusion

Your body is something that you have your entire life. Things in your life will

change drastically, whether it be your career, your family, or even where you live. At the end of

the day however, you are always physically who you are. You know you best, which is why I

believe is the reason most of the cadavers donated their bodies to the program. They knew that

was best for them based on what they believed, what they valued, and what they wanted to leave

behind in the world. The students and staff who work with the bodies give life to their wishes,

and the stories and things they learn from them help make their donation worth it. The process

they went through may have been easier for some to decide than others, but in the end they all

saw how students could go out and help the living by taking a look at the dead. Their silence is

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not a barrier, in fact they show that often times silence can speak much louder than words ever

could.

Very good, I can see a lot of potential and the hard work you did. Try to improve your

draft. Let’s see if the final version of your essay can be good enough to be a sample essay for the

coming students.

Some suggestions: you need to cut off some body of the essay, shrink it to be narrower -

focused on the stories and experiences of the people working in the program. [The donor’s

stories only reflects how workers be familiar/responsible about their job, how they love their job,

or the unique experience they have] Your essay should be more than 8 pages long (10 pages

including references and cover page, at most).

So for your thesis statement/conclusion, you still need to focus on the workers, instead of

donors. So the culture if the program/worker’s culture, not the donor’s culture. {do you get it?}

Other small things you need to fix, are APA citation and quotations, grammars (single

and pl. usage, running sentences, etc.) I would suggest you check your both macro and micro

structure with the people in the writing center (or MC3) when you meet with them.

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References

Lexington Herald-Leader. (2014). Carl Jackson Obituary. Kentucky.com/obituaries

Cohen,E. (2010). Ten uses for your body after you die. The Empowered Patient : CNN Helathcare.

Warren, J. (2013). Medical Students beautify section of Lexington Cemetery where bodies donated to science are buried. Kentucky.com

UK Healthcare. (2014). Body Bequeathal: Survivors. Neurobiology.med.uky.edu

Hagedorn, E. (2011). University of Kentucky ceremony celebrates body donations as gifts to medicine. Kyforward.com

Did you cite the images?

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