![]() Kaiserling's solutions for color and form preservation (Pulvertaft, 1950). Jores' fixative solution (Bradbury & Hoshino, 1978). Enhanced embalming fluid by Woodburne & Lawrence (1952). Tüubingen embalming fluid (Tutsch, 1975). Bradbury and Hoshino's embalming fluid (Bradbury & Hoshino, 1978). Coleman and Kogan's preservation (Coleman & Kogan, 1998). ‘New Basler solution’ (Kurz, 1977/1978 Frølich et al. Bergen solution, used until 1979 (Frølich et al. ![]() Modified Kurz arterial embalming fluid (Frewein et al. Thiel's solutions (either in millilitres for liquids or grams for solids Thiel, 2002). Proposed ‘new‘ Southampton embalming fluid (O'Sullivan & Mitchell, 1993). Anatomy Institute of Sidney University's embalming fluids (Mills, 2010). Table of hazards of substances used in modern anatomical embalming. Product types of the Biocidal Products Directive (98/8/EC). 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. The bodies are therefore used as educational tools. A comparison of educational tools (Brenner et al. 2003) revealed that human bodies have distinct properties and that there are no viable alternatives. 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. 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. It cannot be harmed by the student and its use is ethically sound. In recent years, several concerns have arisen concerning this usage. 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. ![]() Dissection is seen as old-fashioned and outdated in the light of ‘virtualization’. ![]()
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