SynthesisAnatomical sciences education2026
Impacts of body donor non-anonymization on students' educational and humanistic development: A systematic review.
Synthesis in Anatomical sciences education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
- Impacts of body donor non-anonymization on students' educational and humanistic development: A systematic review.Anatomical sciences education · 2026Pooled it
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
A recent trend in healthcare education has been the increasing emphasis on the development of humanism and empathy in students. Within anatomy education, some institutions have implemented curricular innovations such as donor non-anonymization to facilitate this development. This systematic review aims to evaluate the existing literature on donor non-anonymization, with a particular focus on its potential humanistic and educational impacts on students. A comprehensive search was conducted across eight databases on the 27th of June 2024, yielding 3516 studies after duplicate removal. Following a two-stage screening process and independent review, 11 studies met inclusion criteria. These were assessed for quality using the Medical Education Research Study Quality Instrument and the Critical Appraisal Skills Programme Qualitative Checklist. Given the qualitative nature of the data, a thematic analysis was conducted, identifying three overarching themes: students' emotional responses, reciprocity to the community and empathy, and the impact of non-anonymization on learning. Of the included studies, nine were deemed high quality, one medium, and one low quality and were weighed accordingly during analysis. Overall, non-anonymization was associated with positive outcomes, including greater emotional engagement, enhanced empathy, and deeper motivation to learn. Optional participation in non-anonymization anatomy programs appeared beneficial for accommodating varied emotional responses among students. However, due to limitations of included studies and potential cultural variability, findings should be interpreted with caution. Further longitudinal research is needed to better understand the long-term educational and professional impacts of donor non-anonymization in anatomy education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.