{'fraction_non_alphanumeric': 0.02565084226646248, 'fraction_numerical': 0.004785604900459418, 'mean_word_length': 5.264988009592326, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The emergence of humanistic anatomy

Human gross anatomy, traditionally a key constituent of medical education, is in the midst of one of the greatest transformations in its long and complex history. So much so, in fact, that it is referred to as a paradigm or a culture change (Dyer & Thorndike 2000; Talarico 2013). One might ask what can change so dramatically in a discipline which was recently characterized as being ‘‘scientifically in decline’’ (Dyer & Thorndike 2000, p. 969). The answer is straightforward – it is the educational aspect of anatomy that has been developing at a fast pace in recent years. There has been a profound transformation in the teaching of anatomy in the last few decades, with new programs delivering more focused, better integrated and clinically relevant materials in ways that are engaging and designed to help students to develop a number of professional competencies (Gregory et al. 2009). This change was announced forcefully by two anatomists more than a decade ago – ‘‘The old anatomy is dead. Long live the new anatomy.’’ (Reidenberg & Laitman 2002, p. 81). Perhaps the most remarkable novelty in this educational revolution is the more humane and more humanistic approach to the learning and teaching of anatomy. Its main feature is the radically different treatment of the human cadaver, a previously neglected, sidelined and objectivised subject within medical education. The humanizing of anatomy teaching has been a result of changes in the broader social and cultural frameworks, changes in philosophies of medicine, sciences and humanities, and also, significantly, a result of the reflective practice of anatomists themselves. The medium for this reflection has been the humanities, in particular history, philosophy and the arts. Pervaded by the ideas and approaches from the humanities, anatomy has redefined itself and its position in medical education. Interestingly, humanities played an important role in the birth of modern anatomy. Many of the late Medieval and Renaissance anatomists also had to be language specialists, as a large part of their work focused on the translation and interpretation of the texts of the classical authors such as Galen. Furthermore, even the subsequent Vesalian anatomy which was more detached from the reliance on the classics, becoming more empirical in nature, owed a lot to its connection with Renaissance art. Contemporary anatomy, albeit in a very different manner and for different reasons, is now returning to humanities. Rather than assisting in acquisition and presentation of factual knowledge, humanities are engaged in facilitating reflection about anatomy and the subject of its study, within the broader medical and sociocultural contexts. Historically, the teaching of anatomy, at least from the Renaissance, was based on a dissection of human cadavers. Cadavers were obtained in a variety of ways, both legal and illegal, often morally dubious and hidden from the general public. Bodies for dissection, as a rule, came from those who were disadvantaged and disenfranchised while alive – criminals, the poor and minorities. In the laboratory, these bodies were treated dispassionately. As dealing with dead human bodies potentially includes emotional distress, students were coached to detach and treat cadavers as objects while trying to preserve respect towards dead. This strategy of ‘‘detached concern’’ was the key coping mechanism, taken for granted and unquestioned for years. It would appear, however, that more often than not the strategy was more ‘‘detached’’ than ‘‘concerned’’. A process that started after the Second World War, and heightened in recent years, brought about the profoundly changed position of cadavers in anatomy. Bodies are now in many countries obtained mainly or exclusively through donations. Students, rather than being detached, form a professional medical relationship with the cadaver, and often the family of a donor. Respect and connection with donors, their families and community are further established and expressed in memorial services. These elaborate, contemplative activities also provide powerful strategies that help decrease students’ anxiety and uneasiness in handling the dead. Anatomy has become more than a vehicle for learning about the structures of the human body, it is emerging as a medium for the early phases of teaching of, or, perhaps more appropriately, enculturation into medical professionalism. This new, humanistic anatomy constantly ramifies into new directions and acquires novel features which further redefine anatomy and its place in medicine and society. Other important attributes born out of the reflective practice include openness, diversity and engagement. These often intersect and reinforce each other. Anatomists and their laboratories are becoming more open to the general public. Anatomy, dissections, and memorial ceremonies have been presented at an increased frequency in popular articles, books, TV programs and social media. While some of these might be just commercialized public spectacles with little scientific or medical significance, numerous valuable educational and social programs have also been offered. Among the many