Skeletons in the closet: time to give human bones acquired by health practitioners for educational purposes the respect they deserve

To the Editor: The concepts presented by Coman and colleagues1 parallel international trends within anatomical societies, where attitudes on human remains used for educational purposes are under scrutiny.2 Illuminating issues around legacy collections, and pressing for further clarity, transparency and appropriate cultural and ethical solutions, is important for the proper treatment of these precious resources. It is also necessary given recent events that have raised concerns within the public about how human remains and anatomical collections are treated under the guise of education.3 We strongly support the points made by Coman et al around development of repatriation policies for privately held bones, but we respectfully suggest additional considerations.

The suggestion “Medical ethicists assert that in the absence of consent, anatomical specimens … should be destroyed”1 is not congruent with current suggestions and practice.4 Anatomical collections that have no provenance or consent are often used as teaching resources and represent the tangible legacies of histories of this field of science. As such, they serve the additional educational purpose of eliciting discussions on contemporary ethical and professional practice.5 There are also benefits associated with using real bones as opposed to three‐dimensional or plastic copies that do not retain the same weight, detail or nuanced anatomical features. Arguments do exist for disposition of unconsented collections, but these should be considered against the educational value these remains deliver and the social, ethical and cultural concerns around their ongoing use.

In proposing consultation across various groups to clarify appropriate practice around “managing the legacy of human bone use in education,“1 we suggest it is necessary to include other specific interest groups to ensure community‐appropriate practices are developed. It is essential that community input is acquired, with indigenous representatives contributing knowledge and perspective. In addition, input from organisations that contribute expertise specific to national and international standards and practice are necessary. This should include local organisations, the Australian Institute of Anatomical Sciences and the Australian and New Zealand Association of Clinical Anatomists, and globally, the International Federation of Associations of Anatomists ethics committee. Such broad input is necessary to ensure guidelines are fit for purpose in a global education community.