A study led by researchers at Western University aims to explore the perspectives of sex- and gender-diverse individuals regarding body donation for scientific purposes. This research, titled “Embodied Legacies: Perspectives on Body Bequeathal from Sex and Gender Diverse Individuals,” is part of a project undertaken by Clinical Anatomy master’s student Charlie Brake.
Body bequeathal, the act of donating one’s body for anatomical study, is a common practice within the scientific community. Charys Martin, an anatomy instructor and a member of Western’s Schulich School of Medicine and Dentistry’s body bequeathal program board, highlighted that individuals often choose to donate their bodies out of a desire to contribute back to society.
While there are various reasons why individuals may opt not to donate their bodies posthumously, such as religious beliefs or historical distrust towards the medical field, researchers noted a lack of distinction between biological sex and gender in past donation demographic data.
Brake emphasized the importance of understanding the donation perspectives of transgender, non-binary, and potentially intersex individuals. The study invites sex- and gender-diverse individuals to participate in hour-long interviews to share their views on this topic.
The primary objective of the study is not to solicit donations but to enhance the inclusivity and diversity of anatomical education practices, considering the nuanced relationships between identity and the body. By incorporating diverse perspectives, Brake and Martin aim to underscore the uniqueness of each individual and promote respectful treatment in healthcare settings.
In cadaveric anatomy education, students learn not only technical skills but also interpersonal professionalism. By recognizing and respecting the preferences of diverse donors, students can develop a comprehensive approach to care for patients with varied identities.
Western’s body bequeathal program, which typically receives 65 to 85 body donations annually, has taken steps to improve inclusivity. The program now collects identity pronouns from donors’ families, allowing students to honor the donors’ lived identities in the lab environment.
Martin emphasized the importance of acknowledging donors’ identities to uphold their memory and ensure their altruistic contribution is duly respected. This initiative reflects a broader push towards fostering a culture of inclusivity and respect within anatomical education and healthcare practice.
