Tolerability and efficacy of full-body head-up tilt sleeping in Parkinson's disease and multiple system atrophy.

Historically, the practice of donor anonymity is common in anatomy programs. However, some argue that anonymity may impede students' professional development, altruism, and mental well‐being, factors that non‐anonymization of donors may promote., , Due to this dichotomy, current anatomy education practices engage in varying degrees of anonymity and non‐anonymization, usually favoring an anonymized approach to education. However, the literature presents contrasting views surrounding donor non‐anonymization. For instance, Sukol argued that anonymity promotes reciprocity to the community, as when receiving a donor, students are indebted to the community from which that donor came. When a donor is anonymous, students may show reciprocity to all members of the community; however, Sukol posited that identifiable donations erode this feeling of reciprocity, causing students to direct their positive intentions toward specific groups. Sukol also argues that anonymity protects students, as obscuring the donor's humanity through anonymization provides emotional protection during the emotionally intense experience of dissection. Conversely, Jones and King note that a donor cannot be fully anonymized as students can still estimate the donor's age, ethnicity, and sex. Additionally, students' anxiety responses to dissection are complex, with varied impacts on learning, some of which may be beneficial. Furthermore, the view that donor anonymization protects students, as promoted by Sukol, highlights the idea of detached concern from students to the donors. This could have serious implications for the development of professional identity and how students cope with emotionally charged encounters in the future., Medical education requires a balance between demonstrating empathy, essential for patient interactions, and maintaining emotional resilience to cope with difficult situations in healthcare. This tension gives rise to the concept of “detached concern”. Lief described “detached concern” as a strategy that enables medical professionals to engage with patients while maintaining emotional distance. This approach, often applied during dissection, helps students manage distress without losing their sense of care.