Austerity and the cadaver.

The rresence of increasing numbers of allied health slUdents at colleges and universities across the nation is having a great effecl on curriculum development, distribution of resources, and use of rhysical facilities Expanded slUdel1l enrollment, coupled with decreased funding for higher education, leads to concern that valuable expel'iences necessary for adequate training of allied health slUdents may be compromised or eliminated. As an anatomist who teaches occupational therapy students, I am convinced of the value of human gross anatomy as taught with human cadavers in preparing students to be successful clinical practitioners. Charts and models can never take the place of the cadaver in developing a tl-ue understanding of the intricacies of human systems and a deep respect for the uniqueness of life. Realizing, however, that provision for meaningful cadaver experience can be costly in terms of curriculum time, laboratory faCilities, and staffing, I am concerned that the cadaver may fall victim to the Cost-cutting zeal of pragmatic administrators. In times of austerity. it is difficult to prediCl where the ax will fall. Must we abandon the cadaver in an attemrt to save time and money? I certainly hope nOl. If this marvelous pedagogical experience is to be maintained, the current economic climate mandates that educators and clinicians consider ways to make cadaver use increasingly cost-effective without sacrificing the educational value of the exrerience. Interdiscirlinary faculty, multidiscipline courses, instilUtional cooperation, and unique teaching methods may provide successful ortions. Recelllly, as part of a curriculum study at Towson State University, Towson, Maryland, occupational therapy department chairpersons and involved occupational therapy faculty at 20 institutions were surveyed to determine how instruction in gross anatomy is accomplished in profeSSional-level programs across the COUllll")'. Laboratory instruCtion in gross anatomy for