Awareness, knowledge, and attitude towards body donation among medical and paramedical students

Sarita Behera; Ravindra Kumar Chowdhury; Mamata Sar; Srikanta Kumar Mishra

doi:10.4103/NJCA.NJCA_219_22

ORIGINAL ARTICLE

Year : 2023 | Volume : 12 | Issue : 1 | Page : 20-26

Awareness, knowledge, and attitude towards body donation among medical and paramedical students

Sarita Behera¹, Ravindra Kumar Chowdhury², Mamata Sar³, Srikanta Kumar Mishra⁴
¹ Assistant Professor, Department of Anatomy, V.S.S. Institute of Medical Sciences and Research, Burla, Sambalpur, Odisha, India
² Assistant Professor, Department of Ophthalmology, V.S.S. Institute of Medical Sciences and Research, Burla, Sambalpur, Odisha, India
³ Professor, Department of Anatomy, V.S.S. Institute of Medical Sciences and Research, Burla, Sambalpur, Odisha, India
⁴ Associate Professor, Department of Anatomy, V.S.S. Institute of Medical Sciences and Research, Burla, Sambalpur, Odisha, India

Date of Submission	03-Nov-2022
Date of Decision	04-Dec-2022
Date of Acceptance	14-Dec-2022
Date of Web Publication	21-Feb-2023

Correspondence Address:
Ravindra Kumar Chowdhury
Department of Ophthalmology, V. S. S. Institute of Medical Sciences and Research, Burla, Sambalpur, Odisha
India

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/NJCA.NJCA_219_22

Abstract

Background: Cadavers are the mainstay of learning anatomy by dissection. Due to insufficient awareness of body donation, most of the medical institutions are facing a shortage of cadavers. Health-care professionals should have knowledge about the complete process of body donation, so that they can become motivators of organ and body donation. The present study was conducted to determine and compare the awareness, knowledge, and attitude regarding body donation among medical and paramedical students. Methodology: A cross-sectional and comparative study was conducted among 182 medical and 119 paramedical students through a pretested semistructured questionnaire via a Google form. The Chi-square test was used for the estimation of the P value. Results: 96.7% of medical students and 93.2% of paramedical students had heard about the concept of body donation. 31.8%medical and 49.5% of paramedical students (P < 0.00001) knew that body donation and eye donation can be done simultaneously. The cadavers available are not adequate was felt by 45% of medical and 42.8% of paramedical groups. 90.1% of medical and 86.5% of paramedical students opined for the inclusion of a chapter on body donation. The virtual anatomy table cannot be a substitute for body donation was perceived by 78% of medical and 15.1% of paramedical students (P < 000001). 34.6% of medical students and 56.3% of paramedical students have shown their willingness to donate their whole body and eyes. Conclusion: Although medical and paramedical students have heard about the concept of body donation, their awareness, knowledge, and attitude need to be improved.

Keywords: Body donation, cadavers, eye donation, medical students, paramedical students

How to cite this article:
Behera S, Chowdhury RK, Sar M, Mishra SK. Awareness, knowledge, and attitude towards body donation among medical and paramedical students. Natl J Clin Anat 2023;12:20-6

How to cite this URL:
Behera S, Chowdhury RK, Sar M, Mishra SK. Awareness, knowledge, and attitude towards body donation among medical and paramedical students. Natl J Clin Anat [serial online] 2023 [cited 2023 Mar 20];12:20-6. Available from: http://www.njca.info/text.asp?2023/12/1/20/370136

Introduction

Cadaveric dissection is the mainstay of teaching anatomy.^[1] Only by exploring a real human body a detailed knowledge of the normal organization of human body can be obtained. Clinical departments also require cadavers for live workshops to improve surgery-based skills.^[2],[3] Viscera being dissected in different planes are displayed in museums for enlightening the common people. The Murder Act, 1752 is the earliest reference to legalize the use of bodies of the executed murderers for dissection.^[4] In India, this initiative to legally acquire cadavers for dissection came in the form of Coroners Act in 1871 which was amended in 1949 as Bombay Anatomy Act, 1949. In the recent times, the Anatomy Act is a state Act to be formulated by each state and publish in their state government gazette.^[1],[5] Few years back, unclaimed bodies were the only source of cadavers for medical education. However, nowadays, the donated bodies of the general population have become the main contributors for cadavers in medical institutions. Body donation is defined as an informed and free act of giving one's whole body after death for medical teaching and research.^[6] The first voluntary body donation in India took place in 1956 when the body of Late Shri Pandurang Sridhar Apte was donated to B. J. Medical College Pune.^[7] In some parts of India like Gujarat proportion of donated bodies have surpassed that of unclaimed ones.^[4] The major hindrance to body donation is lack of knowledge among the general public due to superstitions associated with death.^[8] The practice of burial or cremation of corpse is a custom in India. Blood donation as a concept receives sanction as a form of maha daana in Hinduism and organ donation is being popular as an evolving form of biomedical daana.^[9],[10] Body donation in contrast has not gained much acceptance because death is seen as an important “moment of passage” and the rituals associated with death are thought to make oneself free from the cycle of birth and death. In Hinduism “Antyesti” (last rites) is practiced to purify the body.^[11],[12] Apart from these, embarrassment at the thought of exposure of the body during dissection and the fear that the body would not be treated with respect and dignity are the other factors which have a negative impact on the rate of body donation. Due to a lack of knowledge regarding the gracious act of donating the whole body, most of the medical institutions of India are facing the shortage of cadavers. Increase in number of seats for medical and paramedical courses further increases this problem.

Medical and paramedical students are the direct beneficiaries of the whole-body donation. The obligations of the person who undertakes the dissection of a donated body are threefold: to oneself, to the donor, and to the community.^[13] Donating one's own body to medical science can be one of the best possible ways medical professionals can return the favor to the community. Further, the present medical and paramedical students are going to be the backbone of health-care system in future, they should be cognizant and well aware of the process of whole-body donation to motivate the general public and escalate the rate of body donation. Hence, the present study was undertaken to determine and compare the awareness, knowledge, and attitude about body donation among medical and paramedical students.

Materials and Methods

A cross-sectional and comparative study was conducted at Veer Surendra Sai Institute of Medical Sciences and Research, Burla, Sambalpur, Odisha, using Google form in 2022. Outgoing 1^st year medical students and paramedical students which include nursing students and students of Diploma in Medical Laboratory Technology and radiation technology were chosen as the participants because anatomy was a subject in their course. Assuming the prevalence of awareness on whole-body donation among health-care professionals to be 77% (p) with 5% absolute precision (d) and 95% confidence interval and rounding up z (1.96) to be 2, the sample size was calculated to be 273 using the formula 4pq/d2.^[14] A close-ended, pretested, semistructured questionnaire in English consisting of 25 questions based on awareness, knowledge, and attitude toward body donation was prepared.^[14] The basic idea about body donation was classified as awareness questions, perception about the facts as knowledge questions, and self-realization for body donation as attitude questions. All the questions were validated by their curriculum content and authenticated by a teaching faculty. After obtaining the ethical committee approval (170-2022/I-F-O/45/Dt-05.08.2022) from the institutional ethics committee, the content and the aim of the study were made clear to the participants and consent was taken. The total time allotted to the participants to submit their responses was 30 min. Precautions were taken to avoid discussion among the participants and all were asked not to use any search engine to find the answers. Further to increase the response rate, can't say option was included in all the questions. The answers of 182 medical students and 119 paramedical students who completed 100% of the questionnaires were considered for further analysis. Using the Chi-square test, the response of the students of the two groups was compared. The P < 0.05% was inferred as statistically significant.

Results

Out of 301 respondents, 96.7% of medical students and 93.2% of paramedical students were aware of the concept of body donation. Media such as Television, Newspapers, and Internet were the source of information regarding body donation in 61.5% of medical students and 72.2% of paramedical students. Anatomy teachers were the source of information in 65.3% of medical students and 37.8% of paramedical students. The concept of organ donation was familiar to 96.1% of medical students and 94.1% of paramedical students. The responses of both the groups to different questions pertaining to awareness regarding body donation with P value are depicted in [Table 1].

Table 1: Awareness on body and eye donation

Click here to view

62% of medical students and 47% of paramedical students knew that both unclaimed and donated body can be used for dissection class in anatomy. A person can donate both eye and whole body simultaneously was known to only 31.8% of medical students and 49.5% of paramedical students. The responses of medical and paramedical students to the various questions concerned with the scientific facts of body donation and preservation process with P value are shown in [Table 2].

Table 2: Knowledge regarding Scientific fact and technical aspects of body donation

Click here to view

73.6% of medical students and 81.5% of paramedical students were aware that legal procedure is involved in body donation. The responses of both the groups to questions related to pledging and consent with P value are tabulated in [Table 3].

Table 3: Knowledge about pledging and legal procedure of body donation

Click here to view

56.3% of paramedical and 34.6% of medical students had shown their willingness to donate their body and eyes. The questions and the responses regarding attitude with P value are shown in [Table 4].

Table 4: Attitude toward body donation

Click here to view

As a whole the correct response for all the questions based on awareness was obtained in 69.7% of medical and 72.1% of paramedical students. Questions about scientific and technical aspects were correctly answered by 62.6% and 69.1% of medical and paramedical students, respectively whereas the pledging and legal procedure was known to 61.6% of medical students and 57.2% of paramedical students. The questions pertaining to attitude were responded in a positive way toward body donation by 67.5% of medical and 52.6% of paramedical students. The comparative analysis is shown in the histogram [Figure 1].

Figure 1: Comparative analysis of correct responses of awareness, knowledge, and attitude questionnaires among medical and paramedical students

Click here to view

Discussion

Cadaveric dissection remains the best teaching modality in anatomy as it is expected to increase the visual, kinesthetic, and psychological aspects of medical and paramedical students.^[15] Although in the recent times modern technology like virtual anatomy table has been introduced as a substitute for the dissection of the human body, it cannot be denied that only cadaveric dissection would incorporate ethical values and morals of humanity in future doctors.^[16] Most of the cadavers used for teaching purposes in the past were unclaimed bodies, although in truest sense it was unethical.^[17] Further Gareth Jones, an anatomist, describes the use of unclaimed bodies as anatomy's shameful inheritance.^[18] Now the stakeholder of anatomy is changing toward voluntary body donation as the quality of cadavers in the unclaimed body is poor and the emerging legal and ethical issue involved in unclaimed body is high.^[19] The health-care professionals have done a tremendous job in the past while advertising the fact that blood donation and organ donation is a noble act and have succeeded in increasing the rate of blood donors and organ donors. However, voluntary whole-body donation is still at its formative stage in our society.^[20] The medical and paramedical students can help in creating awareness among the general public in future if they are trained and educated properly about this fact. The present study is an effort to create such an awareness campaign among medical and paramedical students because while attempting the questions they must have developed the curiosity to know the facts and procedures involved in the process of whole-body donation.

In our study, 96.7% of medical students and 93.2% of paramedical students were aware of the concept of body donation which is consistent with Nattalam et al. and Hiwarkar et al. where 96.7% and 100% of health-care professionals heard about body donation.^[21],[22] Anatomy teachers and media like TV, newspaper, and Internet were the common sources of information regarding body donation, which is consistent with studies by different authors.^[8] A study by Conesa et al. found the influence of television to be the highest among different sources of information on body donation. They have opined that impact is more favorable among subjects who have received the information on an individual basis and at specialized meetings.^[23] Nowadays, apart from media, other social networking sites can play a significant role in creating and increasing awareness of body donation.

The fact that both unclaimed and donated body is used in the dissection class was known only to 62% and 47% of medical and paramedical students, respectively. Almost 50% of medical and paramedical students did not have the idea that there is a deficient supply of cadaver for their courses. Nearly all of them have an idea that voluntary donation can meet the demand if there is a deficient supply. After knowing this fact anatomy teachers can inform them about the deficient supply of dead bodies and also discuss their role in increasing the voluntary body donation rate to combat this problem. Both medical (96.1%) and paramedical (94.1%) students were well aware about the organ donation in the present study. However, more number of paramedical students (94.1%) than medical students (90.6%) were found to be knowing that eye is collected only after death. A study by Jayashree et al. in 2017 found that both medical and nursing students had knowledge about the concept of eye donation in equal proportion whereas a study by Chowdhury et al. in 2022 has documented that the collection of eye is done only after death was known more to medical students than nursing students.^[24],[25] Only 31.8% of medical students and 49.5% of paramedical students were aware of the fact that whole body and eye can be donated simultaneously. Less number of medical students (38.4%) as compared to paramedical students (59.6%) have the idea that the dead body can be used for dissection even after the removal of the eye. More number of paramedical students had knowledge about certain infectious diseases to be a contraindication for body donation than medical students which is consistent with Nattalam et al.^[21] There are various factors that may make the body unsuitable for donation which include autopsy, decomposition, obesity, extreme emaciation, death from a contagious or communicable disease, suicide or homicide, and the removal of organs and tissues, with the exception of the eyes.^[1] Our students need to know that all donors are screened for infectious diseases such as HIV/AIDS, hepatitis B and C, active tuberculosis, syphilis, and C. Tetani. Donors who are found to be infected with any of these diseases are declined for donation due to the risk to the persons who will procure and handle the body.^[1] The level of knowledge about the preservation of donated body within a specified period was almost equal in both the groups. Majority of medical and paramedical students had an idea about formalin as the common preservative used for the preservation of a dead body. The inclusion of topics like eye donation and body donation as chapters in their curriculum will be helpful to increase the knowledge about the facts of body donation. The majority of medical and paramedical students in our study have also opined for the same.

A lack of legal knowledge is a hindrance for a willful individual to become a voluntary body donor. The legal procedure involved in body donation was known more to paramedical students (81.5%) than medical students (73.6%) in the present study. However, the study by Nattalam et al. had concluded that the knowledge about the requirement of legal procedure was found among 65.3% of doctors and 38.7% health assistant, respectively. Furthermore, they should know about the Anatomy act of different states to have firm knowledge about procurement procedures and the solution to possible conflicts which may arise during handing over of the bodies. 84.6% of medical students and 78.1% of paramedical students had knowledge about the requirement of consent form for body donation which is similar with the results of study by Nattalam et al. who found 80% of doctors and 69% of health-care assistant were aware about this fact.^[21] Pledging is a solemn promise or agreement to do something. So far, the knowledge regarding the availability of pledge form for body donation is concerned, only 27.4% of medical and 23.5% of paramedical students were aware in the present study. The submitted pledge form can be withdrawn at any time was known to 40.3% of paramedical students and 20.3% of medical students. The future doctors and health-care assistants should have clear knowledge about the pledging concept so that the results can be reflected in the society.

More number of paramedical students, i.e., 56.3% as compared to 34.6% of medical students in our study were ready to donate their body and eye. However, Nattalam et al. reported that only 17% of doctors and 21% health care assistants had shown a willingness to donate their bodies.^[21] Further this motivation to donate one's body is accentuated as the age of a person advance.^[26] The reason for a higher rate of nonwillingness in medical students in the present study to donate their bodies might be due to the anxiety of being dissected and disfigured. This mindset of students needs to be changed. Studies have been done to know the perception of donors and found that some of the donors feel death rituals render the body useless by cremation or burial which is actually a perfectly viable resource.^[11] Thus, a known body or eye donor in the community can be a great motivation for others. However, in the present study, only 13.7% of medical students as compared to 44.5% of paramedical students were found to know an eye donor or body donor in their community. In countries such as Korea and Thailand, observance such as disrobing and robing of cadavers and honoring the holy soul who donated themselves for medical education have become a part of anatomy dissection.^{[27],[28],[29]} Such program need to be carried out to overcome the psychological barrier among students to bring about the practice of body donation. Every year eye donation fortnight is observed in India from August 25 to September 8 following the pledging of eyes by former Prime Minister of India, Shri Rajiv Gandhi which is an innovative idea to create awareness of eye donation.^[30] A similar fortnight celebration for whole body donation can increase awareness about voluntary body donation.

78% of medical students and only 15.1% of paramedical students opine that virtual anatomy table cannot replace the real-time dissection of cadaver. The disparity may be due to the fact that the anatomy course of paramedical student is more theoretical which can partially be covered through the virtual anatomy table whereas for MBBS course through the virtual anatomy table can act as an adjuvant to physical dissection it can never be replaced.

Awareness is slightly higher among paramedical students and also, they know more about the technical aspects of body and eye donation in the present study may be due to the fact that they get more time to use different media and interact with society as compared to medical students. About the pledging and legal aspects, medical students are found to be more well-versed because their main source of information was anatomy teachers from whom they might have acquired the knowledge.

The comparative analysis of the present study with previous studies is shown in [Table 5].

Table 5: Comparative analysis of present study with previous studies

Click here to view

[33]

Limitations of the study

This study primarily focuses on preliminary knowledge about body donation because the study participants are 1^st year students only. Few questions on the anatomy act and procurement of donated and unclaimed body could have added to the questionnaires to assess the detailed knowledge.

Conclusion

In the present study, though both the groups have heard about the concept of body donation, their knowledge about various facts and procedures involved in this process needs to be improved which will enable them to dispel the misconceptions among the general public. Regular awareness campaigns about whole body donation and inclusion of chapters on the whole body and eye donation in their curriculum will be of much help in this regard. The presents study warrants the need to ameliorate the willingness of medical students in particular to donate their whole body because a motivated person can only influence the potential donors in the society.

Acknowledgment

The authors sincerely thank the outgoing 1^st year medical and paramedical students who gave their valuable time to participate in the study.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

Questionnaire on Body donation

This study is planned to know the Awareness, knowledge and attitude towards body donation among medical and paramedical students. By proceeding further you give your consent to be a participant in our study entitled 'Awareness, knowledge and attitude towards body donation among medical and paramedical students.

Kindly give your response to all the questions.

Your personal information will be kept strictly confidential.

You can tick more than 1 option where multiple response provision is there.

* Required

Enter your Name *

Enter your age *

Enter your sex *

Are you aware of the sources of cadavers used for your dissection class ? *

Which body can used for the dissection of Anatomy class ? *

Have you heard about body donation ? *

From which source you came to know about body donation (Multiple response) *

Is consent required for body donation ? *

Who can be a body donor ? *

Who can give consent for body donation ? Multiple response. *

Is there any legal procedure required for body donation ? *

Do you know about organ donation ? *

Do you know that eye can be collected for transplantation after death ? *

Can eye donation & body donation be done simultaneously ? *

Can the body be used for dissection if eye is taken out ? *

Do you know about the pledge form for body donation ?

Once consented for body donation,can it be denied by the person or his family * members ?

Is there any time limit within which the body should be preserved after * donation ?

Does the time limit for preservation of body have any seasonal variation ?

Do you know that formalin is used as the main preservative for preserving * cadavers ?

Is there any time limit within which the cadaver should be used for dissection * after preservation ?

Are you aware about certain health conditions where body can not be donated *?

Do you think that the number of cadavers used for your dissection classes are * sufficient ?

Can it be improved by increasing awareness about body donation ? *

Do you know any person who has donated body or eye ? *

Would you like to donate your body and eye ? *

Do you want to include a chapter about body donation in the medical & * paramedical course so that you can be a motivator for body donation in future ?

Do you think that virtual anatomy table can be a substitute for body donation ? *

Mark only one oval.

Yes

Can't say

References

1.	Ajita R, Singh YL. Body donation and its relevance in anatomy learning – A review. J Anat Soc India 2007;56:44-7.
2.	Bunprasert T. The new potential of surgical training: Surgical training centre. Chula Med J 1998;42:413-5.
3.	Agthong S, Wiwanitkit V. Cadaver donation: A retrospective review at the King Chulalongkorn memorial hospital, Bangkok. Southeast Asian J Trop Med Public Health 2002;33 Suppl 3:166-7.
4.	Lalwani R, Kotgirwar S, Athavale SA. Changing medical education scenario: A wakeup call for reforms in Anatomy Act. BMC Med Ethics 2020;21:63.
5.	Bombay Anatomy Act, 1949. Bombay Government Gazette Part V. Government of Bombay. 1949. p. 65. Available from: Bombay high court.nic.in/libweb/acts/1949.11. [Last accessed on 2022 Nov 01].
6.	Ciliberti R, Gulino M, Gazzaniga V, Gallo F, Vellone VG, De Stefano F, et al. A survey on the knowledge and attitudes of Italian medical students toward body donation: Ethical and scientific considerations. J Clin Med 2018;7:168.
7.	Santoshkumar AD, Prashant B. Body donation – The life after death. Int Med J 2015;2:216-20.
8.	Saha A, Sarkar A, Mandal S. Body donation after death: The mental setup of educated people. J Clin Diagn Res 2015;9:C05-9.
9.	Copeman J, Reddy DS. The didactic death: Publicity, instruction, and body donation. HAU J Ethnogr Theory 2012;2:59-83.
10.	Rokade SA, Gaikawad AP. Body donation in India: Social awareness, willingness, and associated factors. Anat Sci Educ 2012;5:83-9.
11.	Sasi A, Hegde R, Dayal S, Vaz M. 'Life after death – The dead shall teach the living': A qualitative study on the motivations and expectations of body donors, their families, and religious scholars in the South Indian City of Bangalore. Asian Bioeth Rev 2020;12:149-72.
12.	Wilson L. Passing On: The Social life of Death in South Asian Religions. In: Living Dead Soc Dimens Death South Asian Relig. USA:New York Press; 2003. p. 1-12.
13.	Sukol RB. Building on a tradition of ethical consideration of the dead. Hum Pathol 1995;26:700-5.
14.	Ballala K, Shetty A, Malpe SB. Knowledge, attitude, and practices regarding whole body donation among medical professionals in a hospital in India. Anat Sci Educ 2011;4:142-50.
15.	Patel KM, Moxham BJ. Attitudes of professional anatomists to curricular change. Clin Anat 2006;19:132-41.
16.	Warner JH, Rizzolo LJ. Anatomical instruction and training for professionalism from the 19^th to the 21^st centuries. Clin Anat 2006;19:403-14.
17.	Habicht JL, Kiessling C, Winkelmann A. Bodies for anatomy education in medical schools: An overview of the sources of cadavers worldwide. Acad Med 2018;93:1293-300.
18.	Jones G. Unclaimed bodies are anatomy's shameful inheritance. New Sci 2014;222:26-7.
19.	Appaji AC, Kulkarni R. A survey on the role and the status of cadavers in medical education: An Indian scenario. J Clin Diagnostic Res 2012;6:1132-6.
20.	Aneja PS, Bansal S, Sood KS, Saxena A. Body donation a dilemma among doctors. J Evol Med Dent Sci 2013;2:2585-93.
21.	Nattalam PA, Goriparthi BP, Rajagopal RD. Voluntary body donation-knowledge and perspectives among healthcare workers in Southern India. Int J Anat Radiol Surg 2021;10:AO06-9.
22.	Hiwarkar MP, Kulkarni YR. Voluntary body donation-a survey of awareness among teaching staff of medical colleges in Nagpur. Indian J Clin Anat Physiol 2016;3:318.
23.	Conesa C, Ríos Zambudio A, Ramírez P, Canteras M, Rodríguez MM, Parrilla P. Influence of different sources of information on attitude toward organ donation: A factor analysis. Transplant Proc 2004;36:1245-8.
24.	Jayashree MP, Pujar C, Gadag VR, Salagar M, Pattnaik M. Comparison of awareness of eye donation among medical and paramedical students. J Clin Res Ophthalmol 2017;4:006-9.
25.	Chowdhury RK, Dora J, Das P. Awareness of eye donation among medical and nursing students: A comparative study. Indian J Ophthalmol 2021;69:1511-5. [Full text]
26.	Dope SA, Bhusari PA, Kulkarni PR, Diwan CV. Body donation – The life after death. MedPulse-. Int Med J 2015;2:216-20.
27.	Park JT, Jang Y, Park MS, Pae C, Park J, Hu KS, et al. The trend of body donation for education based on Korean social and religious culture. Anat Sci Educ 2011;4:33-8.
28.	Winkelmann A, Güldner FH. Cadavers as teachers: The dissecting room experience in Thailand. BMJ 2004;329:1455-7.
29.	Kumar VD, Nim VK, Jayagandhi S, Alexander T. Cadaver disrobing: A novel initiative to stimulate affective domain in the first year M.B.B.S students. Int J Anat Res 2017;5:3333-7.
30.	Panda A. Essentials of Eye Banking. 1^st ed. New Delhi: CBS Publishers & Distributors Pvt Ltd.; 2003. p. 49.
31.	Sah SP, Mishra AK, Bhandari MK, Chandra N, Choudhary AS. A survey of awareness, perception and attitude about whole body donation after death among medical, paramedical and nursing students of hind institute of medical sciences, Barabanki and Sitapur, U.P. India. Int J Curr Adv Res 2018;7:53-6.
32.	Singh P, Phuyal N, Khadka S, Gurung M. Knowledge of medical students and faculties of a medical college towards human body and organ donation: A descriptive cross-sectional study. JNMA J Nepal Med Assoc 2021;59:141-5.
33.	Kharkar A, Dase R. Whole body donation after death: A survey of awareness, perception and attitude in engineering students of Jawaharlal Nehru engineering college Aurangabad. Int J Curr Med Appl Sci 2016;11:42-6.