Reflections on Learning Anatomy using Human Plastinated Specimens

By Shambhavi Rana (Year 2 medical student) and Erfan Hamidi (Year 2 medical student)

As part of our Student-Selected Component (SCC), we sought to understand medical students’ perspectives on the use of human plastinated specimens, an integral part of our anatomy education at Brunel Medical School. We conducted an online survey targeting Year 2 and Year 3 medical students of Brunel Medical School. Students were invited to respond to an open-ended question, allowing them to reflect on their experiences with the human specimens they encounter in the anatomy lab. While many responses revealed recurring themes, such as the respect for the donors, the educational value and emotional impact of using human specimens, several stood out as deeply personal and thought-provoking. In addition to written reflections, some students chose to express their thoughts through art, creating visual pieces that captured their emotions and insights in powerful, often poignant ways. We have selected and share here seven submitted written responses (essays) and three pieces of artwork, in their entirety/unaltered, offering a window into how Brunel Medical School students engage with human plastinated specimens both intellectually and emotionally. We have added titles to the submitted essays. The SSC project was supervised by Dr. Margaret Gatumu, head of anatomy at Brunel Medical School.

Student 1: 

Anatomy with Humanity: Lessons Beyond the Body

Seeing a plastinated human body for the first time was a moment I won’t forget. It was fascinating, every muscle, nerve, and organ perfectly preserved and visible. But more than that, it was deeply moving. This wasn’t just a learning tool. It was a person. Someone who had lived, laughed, and chosen to donate their body so that students like me could learn. There’s a quiet dignity in these bodies, and that demands respect. It made me think about consent, about the trust these donors placed in the medical community, and about how important it is to honour that trust. We’re not just studying anatomy, we’re learning from someone who gave a part of themselves, even after death, to help future healthcare professionals grow. Plastinated specimens offer something no textbook or digital model ever could: a real, three-dimensional look at the human body. You can walk around it, see how structures connect, and truly understand how everything fits together. For me, it brought anatomy to life in a way lectures never could. But it also made the subject feel more real, more human. Using plastinated specimens has been one of the most powerful parts of my education. It’s shown me the beauty of the human body, but also the importance of compassion, gratitude, and humility. These aren’t just bodies, they are our teachers. And I’ll carry that lesson with me, always.

Student 2: 

From Hesitation to Admiration: Discovering Plastinated Human Anatomy at Brunel

When I was applying to medical schools, I initially thought that traditional cadaveric dissection was a necessary part of medical training. Coming from a family of doctors, I had always heard that dissection was the “gold standard” for learning anatomy. However, alongside the admiration for this method, my family members also shared many negatives about their experience, particularly the overwhelming smell of formalin, the frequent fainting incidents, and the general emotional difficulty of working with cadavers. I also learned that the experience was highly variable: some students had better dissections and could find structures more easily, while others struggled. This uneven experience often led to unfair learning opportunities and even impacted assessments. Additionally, it was a time-consuming process that could be mentally draining. Reflecting on all of this, I realised that, had I been placed in such a traditional setting, I might not have been mentally prepared for the stress and anxiety that dissection could bring. Therefore, I was pleasantly surprised when I discovered that Brunel Medical School did not use cadaveric dissection to teach anatomy. Instead, they used a term I had not encountered before: "plastinated specimens." Intrigued, I researched more about this method and found that plastination was a process developed by Dr. Gunther von Hagens in Germany. Plastination involves replacing the water and fat in tissues with a plastic polymer, which preserves the specimen indefinitely while retaining the natural appearance of anatomical structures. Learning about plastination quickly became one of the main reasons Brunel stood out to me. The idea of using plastinated specimens addressed almost all the concerns I had with traditional dissection. First, the plastinated models are clean, odourless, and easy to study, creating a much more welcoming learning environment. The specimens maintain excellent anatomical accuracy, allowing us to see detailed structures very clearly without the deterioration or distortion that can happen with cadavers. Furthermore, everyone studies from the same models, ensuring a highly standardised and fair learning experience across the cohort. I also appreciated the ethical considerations involved. At Brunel, there is a strong emphasis on respecting the donors. We are not allowed to handle the specimens carelessly, unlike some of the casual attitudes towards cadavers I had heard about. This respect for the donated bodies aligns well with the professional values we are expected to uphold as future doctors. Using plastinated specimens has made my experience of learning anatomy not only effective but genuinely enjoyable. They do not appear “gross” or intimidating,  instead, they look like intricate works of art, which makes studying anatomy feel exciting rather than anxiety-inducing. With the structures clearly visible and accurately presented, I feel confident that I am learning anatomy in a clear, reproducible, and clinically relevant way. In summary, Brunel’s use of plastinated specimens has exceeded my expectations. It has provided a standardised, ethical, and visually engaging method of learning anatomy, which has allowed me to develop a strong and positive relationship with a subject that is fundamental to medical practice.

Student 3: 

Bridging Theory and Practice: The Transformative Role of Plastinated Specimens in Clinical Training

Working with human plastinated specimens has profoundly enriched my clinical education across multiple disciplines, not only surgery but also cardiology, respiratory medicine, and beyond. As a third-year medical student, the hands-on experience with these detailed, preserved models has been instrumental in bridging the gap between theoretical knowledge and practical application in a clinical setting. In cardiology rotations, for instance, the plastinated heart models provided an in-depth perspective on cardiac anatomy that is difficult to achieve with traditional diagrams alone. Being able to visualise and handle the intricacies of the heart’s chambers, valves, and conduction pathways has deepened my understanding of cardiac physiology and pathology. This tactile and three-dimensional experience is invaluable when correlating physical exam findings, such as heart murmurs or arrhythmias, with underlying structural abnormalities. The detailed anatomical clarity has not only made it easier to comprehend complex cardiac conditions but also enhanced my confidence during clinical assessments and patient interactions. Similarly, during respiratory rotations, the plastinated lung specimens have offered insights into the spatial organisation of the pulmonary system. The clarity with which bronchial trees, alveolar structures, and vascular networks are preserved has allowed me to better understand conditions such as chronic obstructive pulmonary disease (COPD) and pneumonia. This detailed anatomical insight is crucial when interpreting imaging studies, such as CT scans or chest X-rays, as it enables me to pinpoint areas of pathology more accurately. The models have served as a constant reminder of the delicate interplay between structure and function, reinforcing my clinical decision-making skills when managing respiratory illnesses. Beyond these specific rotations, the overall exposure to plastinated specimens has cultivated a holistic approach to patient care. By integrating precise anatomical knowledge with clinical practice, I find myself better equipped to diagnose, manage, and communicate complex medical conditions. Whether it’s in the fast-paced environment of an emergency room or a focused outpatient setting, the ability to recall and apply detailed anatomical information has proven to be a critical asset. Ultimately, the use of these specimens is shaping me into a better doctor. They have provided a robust foundation that enhances my clinical reasoning and improves my diagnostic accuracy across all rotations, not just in the operating theatre. This comprehensive understanding of human anatomy is enabling me to approach patient care with greater precision, empathy, and confidence, thereby transforming my medical education into a more integrative and impactful journey.

This hand-drawing of the neck dissection was made by Tomas Pitti, medical student, Brunel Medical School.

Student 4: 

More Than a Model: Honouring Life Through Anatomical Legacy

I stand before a masterpiece of science and sacrifice. The plastinated leg specimen, bearing a price tag of £85,000, tells a story far more valuable than its monetary worth. Each preserved fibre, each intricate vessel network whispers tales of a life once lived. Through the crystalline preservation, I see more than just anatomical structures - I see someone who once rushed to catch buses, danced at weddings, or walked their children to school. They lived in a different era, breathed different air, but shared our same human experience. Now, their final gift illuminates the path for future doctors, transforming mortality into immortal wisdom.

Student 5: 

Precision in Preservation: Learning Anatomy Through Plastination

As a second-year medical student, completing my anatomy course using human plastinated specimens was an incredibly valuable and enriching experience. The use of plastinated specimens provided a level of clarity and precision that significantly enhanced my understanding of human anatomy. Unlike traditional cadaver dissection, where each student might dissect a different region and face the possibility of damaging or misidentifying delicate structures, plastination offered an unchanging and perfectly preserved view of anatomical features. This consistency allowed me to confidently identify and study each structure, knowing that what I was seeing was accurate and undistorted. One of the aspects I appreciated most was the ability to observe various cross-sections of the same specimen. These cross-sectional views were particularly helpful in visualising how different systems and tissues intersect and align in the human body, something that can often be difficult to appreciate in a traditional dissection setting. The different angles and planes not only deepened my theoretical knowledge but also enhanced my practical skills in recognising structures on imaging studies, such as CT and MRI scans. Additionally, the plastinated specimens were clean, odour-free, and durable, making the lab environment more conducive to focused learning and repeated study. I found that the detailed preservation of textures, colours, and forms in the plastinated models allowed for an engaging and tactile learning experience that supported long-term retention. This method also encouraged collaborative learning, as students could gather around the same specimen without the limitations that sometimes come with live dissection labs. Overall, learning anatomy through plastinated specimens gave me a solid foundation for clinical practice, enabling a clearer and more confident approach to understanding the human body. It bridged the gap between textbook diagrams and real-life anatomical complexity in a way that was both efficient and deeply insightful, and I am grateful for having had the opportunity to study this way.

This digital drawing of the skeleton and flowers was created by Shambhavi Rana, medical student, Brunel Medical School.

Student 6: 

Anatomy in Three Dimensions: From Diagram to Deep Understanding

Using plastinated human specimens at Brunel Medical School has been one of the most useful and memorable parts of my anatomy learning. Before these sessions, I relied mostly on pictures and videos, which often left me with gaps in spatial understanding. Seeing the diagrams come to life in three dimensions really cemented my knowledge, it was like everything finally clicked. Being able to examine structures up close, move vasculature aside to get a better view, and explore the depth and connections between organs and tissues made a huge difference in how I understood the human body. It felt like I was no longer memorising anatomy, but truly learning and appreciating it. One of our first sessions in the anatomy suite was dedicated to understanding and reflecting on the incredible generosity of those who donated their bodies for medical education. That session really grounded us in the human element behind what we were about to study, and it left a lasting sense of respect and gratitude in all our anatomy sessions. The faculty handled everything with such sensitivity and professionalism, which helped maintain that respectful and reflective atmosphere. They were incredibly knowledgeable, and the fact that they were all doctors made me feel even more supported — they always had the clinical insight to connect what we were seeing to real-life practice. And even if one doctor wasn’t able to answer a specific question about the plastinates, there was always a more senior anatomy faculty member nearby who could, which showed just how well-equipped the team was to teach using these remarkable specimens.

Student 7: 

A Hands-On Legacy: Early Clinical Confidence Through Plastinated Learning

The idea of using plastinated specimens was initially one that intrigued me, as I had heard of medical schools using cadavers preserved in formaldehyde, as well as 3D recreated models of skeletons, and anatomical body parts to teach medical students’ foundational anatomy – however, I was interested to see what using plastinated specimens would look like. From the first day, I was able to visualise human structures in immense detail, and I was given the ability to hold anatomical structures and locate landmarks and viewpoints within the human body. This wasn’t something I was expecting to be able to do with these specimens, and the fact that I could do this through holding certain structures continued to push my interest in anatomy further. I think hands-on learning is incredibly valuable to students across all disciplines, not just medical – and the ability to receive hands-on learning from such an early stage in our medical careers, in our 1st and 2nd years to be exact, was an incredibly unique and valuable opportunity. In speaking to my peers, we’ve all discussed how using plastinated specimens has aided our formative anatomical learning massively throughout the first few years of medical school, and the effect this has had on our confidence going into hospitals and interacting with patients in clinic as well. It’s a unique experience that I’m glad we were offered at Brunel, and one that I think a lot of students are incredibly grateful for. It is incredibly important to note how grateful we as students are, for the people who had chosen to donate their bodies to medical learning and teaching. It’s an immense privilege to be given the opportunity to learn this alongside the anatomy fellows and professors, who have continued to aid and improve our learning with each session, and are always there to clear questions and concerns that you may have through learning with plastinated specimens.

This AI generated image was created by submitting the prompt “two medical students in an anatomy lab looking at specimen” at https://artlist.io by Shanaya Contractor, medical student Brunel Medical School.