In 2016, Dianne Person became the founding director of the Anatomical Gift Program, a new initiative designed to provide whole-body donors for anatomy education ethically. The program offers individuals a meaningful way to continue �þ��� after death as “silent teachers” in Elon’s anatomy classrooms.

Through her outreach in the community, Person discovered that discussions about end-of-life and bereavement were just as crucial as post-mortem planning. Listening to families share their stories inspired her to create Essential Conversations in Healthcare (EC in HC), an educational event connecting Elon’s graduate students in the School of Health Sciences with community volunteers to explore communication and compassion in end-of-life care.

Co-led by Person and Allison Russo, a practicing physician assistant, the program remains dynamic and ever evolving. Each year, new ideas and feedback help shape EC in HC into a more impactful experience, one that continues to nurture honesty, empathy and effective communication between healthcare professionals and patients.

This October, the Accelerated Bachelor of Science in Nursing (ABSN) students participated in the program’s seventh annual event. The workshop invites participants to reflect deeply on the realities of pre- and peri-death care, experiences that every healthcare professional will encounter, not just as clinicians but as human beings.

During the event, small groups of students meet with community volunteers to discuss topics surrounding end-of-life care. Each participant first reflects individually, then joins their group in open, heartfelt dialogue. What unfolds is a moving exchange of ideas, experiences, and shared humanity.

While the primary focus is on end-of-life communication, the workshop also encourages conversations about self-care for healthcare professionals, recognizing that supporting patients and families requires clinicians to care for themselves.

Two long-time volunteers, Ruth Vogelpohl and Ann Kelly, both retired critical care nurses with distinguished careers, shared their reflections on the program.

“Recognize that even though your goal is to ‘care always’ for every patient, there is a real need for you to take care of yourself,” said Vogelpohl. “You cannot make the path smooth for families in dispute over end-of-life decisions for their loved one. Sometimes you have to listen and speak gently to them, sometimes you have to be parental and tell them to leave immediately and take their anger elsewhere, sometimes you must leave and seek help to deal with the crisis.”

“The Essential Conversations in Healthcare at �þ��� allows all participants to discuss the very sensitive concerns about end-of-life care in a safe place with thoughtful people,” said Kelly.

Essential Conversations provides both structure and support, helping participants navigate the emotional complexities of end-of-life discussions. By encouraging openness and reflection, the program equips future healthcare professionals with the confidence and competence to engage in these crucial conversations.

The results of a Qualtrics survey showed that students and community members overwhelmingly reported that the course workshop equipped them to have better conversations about end-of-life care. All but one student agreed that they were highly engaged throughout the process.

“We are honored to advocate for the critical need for intentional, compassionate end-of-life conversations in healthcare,” said Person. “Guided by the insights of Dr. Atul Gawande, a pioneer in this field, we remain committed to equipping students and community members with essential tools that strengthen their professional practice and advance progress in this vital area. What individuals want matters. Their voices matter. Being heard matters. Addressing this gap has proven both profoundly meaningful and deeply promising.”

As Essential Conversations in Healthcare moves into 2026, the program continues to grow, fostering compassion, communication, and connection among students, volunteers, and the patients they will one day serve.

The documentary follows Ethan Sisser, a young man with terminal brain cancer who livestreams his death journey with the help of his doctor, Dr. Aditi Sethi. Following the screening, Dr. Sethi will participate in a panel discussion about the film.

“The Last Ecstatic Days beautifully illustrates the human experience at the end of life, an experience that is deeply relevant to the work we do in the Anatomical Gift Program,” said Dianne Person, founding director of the Anatomical Gift Program. “The film’s authenticity, emotional depth and spiritual insight offer a rare opportunity to reflect on death not as a clinical event, but as a sacred transition.”

Founded in 2017, the Anatomical Gift Program at Elon’s School of Health Sciences allows individuals to donate their bodies for anatomy education when they die and become “silent teachers” for Elon students. Human anatomy is a core requirement for exercise science majors, traditional nursing students and an elective for the public health and biology majors. Currently, human anatomy is also requirement in the first year Master of Physician Assistant Studies program and the Doctor of Physical Therapy program.

“This event is open to the public and welcomes anyone interested in exploring the themes of conscious living, dying and compassionate care,” said Person. “While we anticipate strong interest from students, faculty, healthcare professionals and community members, the film’s message is universal and intended to resonate with a broad audience.

Today at Elon spoke with Person about the screening and what she hopes those who attend can take away from the event.

What do you hope attendees will take away from seeing this film?

I hope attendees leave with a renewed sense of empathy and awareness around end-of-life care. The film invites us to consider how we show up for others in their final days and how we might approach our own mortality with intention and grace. It’s a call to deepen our humanity and to recognize the profound beauty that can exist even in life’s most difficult moments. Additionally, I hope the documentary inspires viewers to have courageous conversations about end-of-life planning, discussions that are often difficult but meaningful.

What do you hope attendees can gather from the expert panel?

The panel will offer a rich blend of perspectives: clinical, spiritual, and educational, on the themes explored in the film. Attendees will have the opportunity to engage in meaningful dialogue, ask questions, and gain insights into how conscious dying practices can be integrated into healthcare, education, and community support systems. We also hope the discussion inspires attendees to reflect on their own end-of-life choices, whether that involves anatomical donation, traditional funeral arrangements, or alternative approaches such as those offered by the Center for Conscious Living & Dying.

How does this connect with your work in the Anatomical Gift Program?

�þ���’s Anatomical Gift Program is grounded in the profound belief that death is not just an ending, it’s a powerful teacher. Every year, generous individuals from across North Carolina make the extraordinary decision to donate their bodies to science and education. These “silent teachers” become an integral part of shaping the next generation of healthcare professionals.

For our students, this is often their first intimate encounter with death in a clinical context. It’s not just about anatomy, it’s about reverence, reflection, and responsibility. The experience instills a deep respect for the human body and the lives behind each donation. It’s transformative.

The Last Ecstatic Days echoes this ethos. It challenges us to see death not as something to fear, but as a sacred transition, one that deserves compassion, dignity and intention. This event reinforces the values at the heart of our program and invites students, faculty, and community members to engage in meaningful conversations about mortality, legacy, and the human connection that connects us all.

Panelists for the event include:

• Dr. Aditi Sethi, hospice and palliative care physician, end-of-life doula and the founder and executive director of the Center for Conscious Living & Dying
• Risa Hanau, clinical and community educator, AuthoraCare Collective
• Sara Williams, president of the National Funeral Consumers Alliance, home funeral guide, funeral/memorial celebrant and host of the Orange County Death Café
• Kirstin Boswell, university chaplain and dean of multifaith engagement at �þ���
• Dianne Person, founding director of the Anatomical Gift Program and Essential Conversations in Healthcare at �þ���

“Physical therapy is a growing field as a whole, and so it’s gotten more and more competitive throughout the years,” said Heath, an exercise science major with a double minor in biology and coaching. “This Accelerated Pathways program gives students a chance to fast-track their way into the university’s PT program.”

The AP Program offers two tracks in either the Master of Science in Physician Assistant Studies (PA) or Doctor of Physical Therapy (PT) programs. �þ��� complete their �þ��� studies in three and a half years, with the opportunity for admission and enrollment into the PA and PT programs in the final semester of their fourth year. It is one of the university’s highest-yielding �þ��� programs.

“From day one, being in Elon 1010 with the other AP students, we were all very close,” said Heath. “I’m still close with a lot of them and catch up with them when I see them on campus.”

Pulling out all the love

Heath discovered he wanted to go into physical therapy after two different soccer-related injuries in high school, including having three knee surgeries in two years.

“I was seeing my physical therapist just as much as I was seeing my family,” said Heath. “He pushed me to get back to where I was with playing sports and beyond, and was just always very comforting even in times when it was difficult.”

Now, Heath is president of the club swim team and was the foreman of the human anatomy program, coordinating with the �þ��� assistants and more than 200 students. He also led both a thoracotomy and a five-hour craniotomy for the anatomy course, in partnership with Elon’s Anatomical Gift Program.

“Holding the brain, you’re like ‘I’m holding this person’s entire life, all of their memories, all of their thoughts, everything they’ve done in their life, I’m holding it in my hand.’ It was a very surreal moment,” Heath said. “With the heart, we always talk about how you love with your heart, even though it’s not anatomically correct, but when you dissect the heart out, you’re holding all the love that person had in their soul.”

Associate Professor of Biology Matthew Clark and Assistant Professor of Exercise Science Bill Evans have both played a role in Heath’s development.

“Dr. Clark and Dr. Evans have been good at being that support system and helping me find my potential in exercise science, �þ��� me to think about things in different ways and helping me with my future career path,” said Heath.

Heath has also had the opportunity to get some real-world experience, including internships with a child physical therapist in his hometown of King, North Carolina, and observing a knee and hip replacement.

“I’ve been dissecting for so long, and seeing it on a live patient was really cool,” he said.

Mentorship outside the classroom

The AP Program brought Ashlyn Duffy ’25 to Elon. Duffy, an exercise science major, was inspired to go into physical therapy after seeing her sister go through physical, occupational and speech therapy. The mentorship aspect of the program has impacted Duffy’s time at Elon significantly, particularly with Tracey Thurnes, associate professor of physician assistant studies and director of the AP Program, along with Melissa Scales, associate professor of physical therapy education.

“Getting to work with both of them through different trainings and then doing some mock interviews this past year, it helped me prepare for the grad school application process but it also introduced me to how mentorship looks outside the classroom,” said Duffy, who is from Huntersville, North Carolina.

As an �þ���, Duffy has been able to do research in biomechanics with Jacob Gdovin, assistant professor of exercise science, looking at how shoe ankle bracing affects how volleyball players are able to jump, produce force and balance in different scenarios and conditions. In February, Duffy presented the research at the Southeast Chapter of the American College of Sports Medicine Conference and then at Elon’s Spring Undergraduate Research Forum. Duffy says both Scales and Thurnes were instrumental in helping her find someone to complete research with.

“They’ve been very supportive,” she said. “They’ve opened a lot of doors for me, both academically and personally.”

Faculty have also taken notice of Duffy’s work, nominating her for The Trey Halker Memorial Scholarship, which was established by Halker’s family and friends in 2008 to honor his memory. Halker graduated in 1996 with a degree in sports medicine and the Halker scholarship is given annually to a deserving Elon student majoring in exercise science.

“I’m very blessed and very thankful for that opportunity and for the recognition in the department,” said Duffy.

AP and Abroad

Even though Duffy and Heath have challenging course loads, the AP Program has offered flexibility for interdisciplinary studies through study abroad and Study USA. Duffy says Scales and Thurnes even helped her with the study abroad application and encouraged her to spend the semester in Denmark, living with a host family.

“It was absolutely the best experience I could have ever had,” she said. “I’m still in contact with my host family. I think they’re trying to come down for graduation. So I think they’re trying to fly across from Denmark to come see me, which is so amazing.”

Heath was able to participate in a Study USA Winter Term program in Hawaii, learning about the history and culture of the state.

“It’s definitely a top 10 bucket list item for anybody,” Heath said. “It’s completely different from anywhere else I’ve been in the US. They have such a unique and diverse history.”

While both students were debating their paths before coming to Elon, each say they made the right choice.

“I wouldn’t trade it for anything,” said Heath.

This year, the interactive event took place at the Gerald L. Francis Center in the newly renovated classrooms. Thirty-six second-year PA students and 19 community volunteers were pivotal in achieving the three-hour workshop’s objectives.

Dianne Person, director of the Anatomical Gift Program in Elon’s School of Health Sciences, approached Allison Russo, a physician assistant on the cardiac surgery team at UNC-Chapel Hill, to co-facilitate. Russo, who benefited from the workshop as a student in the master of science in physician assistant studies program, cited several opportunities where her profession required resourcing her toolkit from Essential Conversations in Healthcare. Russo readily accepted the offer and the two expanded upon the workshop.

“Engaging in end-of-life conversations with community members has profoundly enhanced my ability to navigate these sensitive discussions with my patients and their families,” said Russo. “By practicing these dialogues in a supportive environment, I have gained valuable insights into the emotions, fears, and hopes that often accompany such topics. This experience has equipped me with the skills to approach my patients with empathy and clarity, ensuring their wishes are honored while providing much-needed support to their loved ones. As I foster these conversations, I am reminded of the importance of open communication and its profound impact on the end-of-life experience.”

Risa Hanau, clinical and community educator at AuthoraCare Collective, was a guest speaker at the workshop, noting it as an example of what everyone should consider doing: thinking about what gives our lives meaning and sharing our story and wishes with others.

“This is an ongoing gift we can give ourselves and those we care about so that nobody is in a crisis situation without an understand of someone’s wishes or someone to speak on their behalf, using their values to guide the decisions,” said Hanau.

Kate Wheatly, resident services director at Twin Lakes Community was one of the course participants and highly recommends it.

“The session was incredibly well-structured and engaging, perfectly balancing theory and practical application,” said Wheatly. “The facilitators were knowledgeable and approachable, fostering an open environment where participants felt comfortable sharing their experiences and insights. One of my highlights was interacting and sharing my experiences with the students.  This allowed us to discuss and practice essential communication skills in real-life scenarios. This hands-on approach reinforced the concepts we discussed and made the learning experience enjoyable and impactful.”

Preparing for end-of-life conversations

Recognizing a communication deficiency throughout health care, Dianne Person, director of the Anatomical Gift Program in the School of Health Sciences, came up with the idea to help people better prepare for the crucial end-of-life conversations they will have as health care practitioners and patients, fostering humility, empathy, compassion and respect.

Person expanded upon her idea to pair students with community volunteers, explaining her aim was to “help foster connections and give voice to patients, their families, and future healthcare providers.” In 2019, Person shared her proposal for the course with colleague Tracey Thurnes, associate professor of physician assistant studies. The two sought a partnership with Danielle Lake, director of design thinking, to develop a pilot workshop, which took place in December 2019.

The students and community volunteers were participants and beneficiaries of the workshop. They met the concept with appreciation, inspiration, and motivation. The profound impact of the workshop on them, as evidenced by the results of the post-workshop survey, is a testament to the transformative power of Essential Conversations.

Open and honest conversations with loved ones during a medical crisis can be daunting. A conversation skill set is crucial in cultivating a respectful understanding of healthcare decisions.The survey results from some of the PA students validate the workshop’s effectiveness:

• “It was beneficial for those who have never been exposed to these conversations.”
• “I thought it was a really valuable class to have.”
• “Thorough with a strong emphasis on interpersonal interaction.”
• “The various worksheets were helpful in guiding me to distill my thoughts.”

The following endorsements from the community participants are unparalleled:

• “Taking part in the Crucial Conversations program has been a real privilege.”
• “I always feel that I learn as much from the students as they do from me. I look forward to future programs.
• “The overall structure of the course was good. The students are quite amazing.”
• “I appreciate the opportunity to meet with Elon healthcare students as they make a concerted effort to wisely navigate sharing end-of-life diagnoses and anticipated challenges with their patients. Their understanding of the many concerns which will likely be a part of a person’s death benefits everyone.”
• “WOW! The sessions were inspiring as we shared our personal sensitive end-of life-thoughts with the PA students.  As senior citizens we provided personal insights and values that were developed over many years. In return, the interactions were so open, and we felt a genuine sense of camaraderie with the students. We still email each other!”

A few modifications later, Essential Conversations in Healthcare is an established model for presenting the need to talk effectively between patients and healthcare providers about complex diagnoses and dying. The modifications included orienting the community volunteers ahead of the workshop. The focus shifted from scripts to organic conversations between community volunteers and students. The community volunteers bring their life experiences and engage with students who will have similar conversations with future patients.

“Essential Conversations is a gem of the PA curriculum,” said Kim Stokes, associate professor of physician assistant studies, department chair and program director for physician assistant studies. “The program allows learners to further connect the humanism in medicine introduced through the AGP in the anatomy courses with the tangible needs of our community. In a healthcare system of aging individuals, this program gives our graduates true preparation for the real world.”

There is an emphasis on acknowledging that sometimes, conversations about making end-of-life decisions carry emotional weight and complexity. Essential Conversations offers guidelines, a safe space, support, and a toolkit to guide students and community volunteers through them.

Sharing individuals’ wishes for end-of-life care can make a difference in critically important end-of-life planning and how to navigate diagnoses. The workshop instills competence and confidence in providing end-of-life care conversations, helping patients and their families make well-informed decisions regarding future medical care, minimizing discomfort and fear, and allowing patients to express their personal choices.

“I left the workshop feeling more confident in navigating difficult conversations in a healthcare setting,” said Wheatly. “The tools and techniques I gained are invaluable, and I appreciate the emphasis on empathy and understanding throughout the training. Overall, this workshop was a fantastic investment in my professional development, and I look forward to attending more sessions. Elon’s Essential Conversations truly delivers on its promise to enhance communication in healthcare!”

“We believe this moment is pivotal for our students as they complete this work and advance on into the professional clinical practice curriculum—forever taking lessons learned from their donors into clinical practice,” said Janet Cope, professor of physical therapy.

Founded in 2017, the anatomical program at Elon’s School of Health Sciences was conceived by Cope, who teaches clinical anatomy in the Department of Physical Therapy Education. Cope’s vision was to establish a willed body program to support Elon’s physical therapy (PT) program, physician assistant (PA) program and �þ��� programs in the biosciences. The effort has since expanded to include nursing and �þ��� anatomy programs in the McMichael Arts and Sciences building and the graduate programs in health sciences at the Gerald L. Francis Center.

Those who have enrolled in the program cite a handful of reasons for wanting to contribute, including: “I want to continue to teach” and “I have recycled most of my life, so why not continue by giving my body to Elon students.”

Regardless of the reason, anyone deciding for themselves, having the support of their families and being 18 years or older is eligible to register with Elon’s first-person consent program.

Director Dianne Person, who developed the Anatomical Gift Program advanced the program to become a beacon of educational support for donors and their families, guiding them from life to death. This growth and impact of the program is not just a statistic but a testament to the hope and inspiration it brings to the community, especially the students whose education is enriched by the selfless act of the “silent teachers.”

“No two bodies are alike, but one thing they do have in common is that they chose to teach after death,” says Person. “We hold immense respect and gratitude for our donors, so we compassionately refer to them as our ‘silent teachers.’ They are with us to teach our students head-to-toe anatomy.’”

This respect for the donors is at the heart of the program, making them feel valued and appreciated. Now in its eighth year, the Anatomical Gift Program fosters empathy and trust across North Carolina. Person’s belief in the importance of outreach has brought her to over 60 counties, inspiring many to consider this end-of-life option.

“If only one individual in a room of 300 is interested in anatomical donation, everyone’s time has been well-spent,” said Person, who notes that making this critical decision takes time and requires family discussion, which may require a repeat session.

Person ensures a dignified removal, symbolized by placing an Elon blanket onto the decedent. Upon arrival at the Gerald L. Francis Center, the transport team is met by Gytis Balilionis, Anatomical Gift Program and Human Anatomy Laboratory specialist, who reverently takes each donor into his care until it is time for their ‘�þ��� assignment.’

This summer, the first-year students in the DPT program and the master of physician assistant studies program, led by a voluntary student committee of three PT students and three PA students, produced a heartfelt and respectful memorial service honoring 40 “silent teachers” who imparted their knowledge in the study of human anatomy.

“The sacrifice our silent teachers made has a profound impact on us as future clinicians and people,” said Madilyn Treon G’26, a student in Elon’s doctor of physical therapy (DPT) program and one of the student leaders who planned the service. “They taught us patience by their unwavering resolve in times of adversity. They taught us humility by their selfless acts of kindness and generosity.”

The donor memorial service provides a unique opportunity for closure as students, faculty, and donor family members come together as a community to share their stories. The service was also simulcast through a live stream for those unable to attend. Families produced photos of their loved ones and stories about who they were in life.

“We have good memories of our time at Elon’s PT,” said the spouse of an anatomical donor. “We both enjoyed the PT students and professors.”

In his consent form, anatomical donor “George” wrote: “Having served over 30 years as a missionary in Africa, I chose to give my body to Elon to teach others.”

�þ��� expressed their gratitude through verse, poetry, and song. This year, soloist Hope Keys G’26, sang “Fields of Gold” to a heart-focused audience of families, friends, and students.

“Being part of Elon’s Anatomical Gift Program memorial planning this year has been an honor,” said Treon. “Sharing our gratitude and appreciation to the families and their loved ones was a special moment for all of us. When I entered anatomy at the beginning of the year, I never imagined the lessons I’d learn apart from anatomy.”

“In their profound act of generosity, donors transform their own journey into a beacon of hope for scientific advancement. Their decision to contribute their bodies to the study of life serves as a powerful testament to the interconnectedness of humanity, offering not just knowledge to students but a lasting spiritual legacy that encourages compassion, understanding, and a deeper respect for the mysteries of existence,” said Bobby Plagmann G’26.

“I want to thank our donors for the selfless decision to donate to Elon’s Anatomical Gift Program, as I often reminded myself that their body was a gift born not out of force, obligation, or random chance but out of a desire to leave the world a better place than they found it,” said Sarah Levine, G’26, a student in Elon’s DPT program. “The knowledge that they chose to donate in their last moments always brought me a deep sense of comfort each time I had the opportunity to be taught by them. Their sacrifice is perhaps the greatest gift I have ever received. A gift no man nor woman can buy, the gift of peace of mind. I have the deepest appreciation for this.”

During a candle-lighting ceremony, students ignited the first flame and, one by one, passed a lit candle to light the next while students read each of the names of 40 anatomical donors. The ceremony was to signify the donors who so nobly gave of themselves this academic year to educate our students.

“Thank you for supporting your loved one’s decision to teach our students through their anatomical donation. Today is about connection. Each one of us is connected because of our ‘silent teachers.’ They have indeed brought us together in their own words and through their noble gift of themselves. And to their families, we are enriched by your stories and family photos,” said Person during the memorial service. “Your shared stories profoundly impact us, giving us a glimpse into who our ‘silent teachers’ were as people with children, grandchildren, spouses, and friends. We thank you as we witness the unwrapping of one intangible gift after another.”

Following the service, all in attendance proceeded outdoors, where butterflies, this year’s theme, were carried to the terrace. The act symbolized the release of the ‘silent teachers’ following their indelible gift to healthcare education.

“I have had the privilege to work with multiple silent teachers at Elon. I have learned more than I have ever imagined about the human body, and I can’t wait to be able to apply this knowledge to my future career,” said Christina Westbrooks G’26, a DPT student. “To all of our donors, I will be forever grateful for the most amazing gift a person can give when they have passed.”

Later, all gathered in the McBride Gathering Space, united by the profound experience. This was not just a moment for light refreshments but also for deep conversations and reflections, strengthening the bond shared between the ‘silent teachers’ and the students they taught.

“The donors who graciously share their bodies with science embody a sacred trust between life and learning,” said Plagmann. “Their gift transcends the physical realm, creating an enduring spiritual impact that nurtures the minds and hearts of students. Through their selfless act, they bridge the gap between knowledge and the divine, reminding us that in understanding the human body, we honor not only their lives but the timeless journey of every soul.”

The goal was to learn more about the reproductive system, the link between its anatomical structures and the common signs and symptoms women experience while pregnant, as well as the link between these structures and potential pregnancy complications.

Elon’s Anatomical Gift Program allows individuals to donate their bodies for research when they die and become “silent teachers” for Elon students. Whole body donations are used to teach �þ��� biology students who are interested in pursuing graduate degrees in healthcare and graduate students in the Physical Therapy and Physician Assistant programs.

The students are enrolled in Professor of Nursing Jeanmarie Koonts’ Reproductive Health nursing course. As part of an interdisciplinary, engaged learning opportunity in her Reproductive Health course, Koonts asked Dr. Cindy Bennett, associate professor of physician assistant studies, who teaches anatomy and was an OB/GYN before coming to Elon, Matthew Clark, associate professor of biology and coordinator of the �þ��� anatomy TEATAPS (Elon Anatomy Teaching Assistants) program and the Anatomical Gift Program to provide the students with an opportunity to experience the donor lab.

This experience marked the first time the ABSN students had experienced the donor lab and served to reintroduce the BSN students with the donor lab having last interacted with donors in their first-year anatomy course.  Using four of the “silent teachers” and together with assistance from faculty and TEATAPS stationed at each donor, students located the reproductive structures and discussed their role as well as the interaction and interference of structures in proximity. Armed with this visual, students take this knowledge and work to apply it throughout the semester, often referring to “remember what we saw.”

�þ��� reflected on the opportunity to “understand what’s happening on the inside” positively and express their gratitude to the individuals who, in their selfless act, donated their bodies to the Anatomical Gift Program at �þ��� to advance healthcare education.

The course, Human Donor Anatomy Prosection: Neck, Trunk, Upper & Lower Extremities was led by Monica Zimmerman and provided opportunities for healthcare professionals to review anatomy in classroom and laboratory environments to enhance clinical knowledge.

This course brought together multiple units across Elon to advance the mission of providing cutting-edge continuing education experiences to healthcare providers: the Department of Physical Therapy in the School of Health Sciences, the Anatomical Gift Program which supplied the “Silent Teachers,” and the Office of Professional & Continuing Studies which provided the operational and administrative support in partnership with the School of Health Sciences. Gratitude goes to the individuals who donated their bodies to the Anatomical Gift Program for the advancement of healthcare education.  All course proceeds went to the Janet Cope Scholarship providing educational funds for Elon Physical Therapy students.

“The School of Health Sciences is grateful for collaboration between units at Elon that creates a unique, interdisciplinary approach to supporting healthcare professionals,” said Maha Lund, dean of the School of Health Sciences. “By combining expertise across fields, we offer innovative opportunities that not only enhance professional development but also provide scholarships that directly benefit students, fostering both academic growth and practical impact in the healthcare community.”

In an environment where clinicians can earn their continuing education credits in a variety of formats, Elon’s School of Health Sciences stands apart for the hands-on nature of their continuing education courses. This allows learners to physically engage with the course material to provide a more authentic educational experience that mirrors and informs their day-to-day clinical practice.

The course started in a classroom setting reviewing the human neuromusculoskeletal anatomy and delving into the current anatomical research. Most of the day was spent in a hands-on laboratory setting. Anatomy instructors facilitated self-directed study of the human donors, with tags, guides and quizzes at each lab station. Camera-assisted learning allowed groups of four learners to identify anatomical regions to enhance discussion of clinically relevant topics such as dry needling, ultrasound imaging and neuromusculoskeletal conditions.

Course participants came from across North Carolina and spanned the healthcare industry, including physical therapists, physical therapist assistants, physicians, nurse practitioners and athletic trainers. Learners left the day with updated anatomical skills gained from human donors they will apply in their respective clinical environments.

This course was the latest collaboration between the School of Health Sciences and the Office of Professional & Continuing Studies, offering opportunities for current healthcare professionals to engage with academic programming taught by faculty members.

“Expanding continuing education at the School of Health Sciences offers valuable opportunities for growth including enhanced partnerships and research collaborations and greater community impact,” said Lund. “These programs not only elevate healthcare education but also empower professionals to give back through improved patient care and community outreach strengthening our role in advancing healthcare and fostering innovation.”

The School of Health Sciences looks forward to its next continuing education course, taught by Crystal Ramsey, associate professor of physical therapy education, on Oct. 18 and 19: .

More than 160 families, friends, students and faculty filled the Sacred Space to honor the memory of 35 “silent teachers” whose noble gift to health care education was the hallmark of the service.

The School of Health Sciences first-year Doctor of Physical Therapy (DPT) Program students and Master of Physician Assistant (PA) Studies students, under the direction of Anatomical Gift Program Director Dianne Person, organized this year’s service. A committee of five students was assembled and over the course of a few months, the committee worked intentionally to develop a message of heartfelt appreciation.

Maha Lund, dean of the School of Health Sciences, opened the service with words of welcome acknowledging the impact that the anatomical donors have on educating students in the school. Lund explained that the students’ experiential learning goes beyond the study of human anatomy and described the respect and dignity that the students have for the anatomical donors. Lund continued to impress upon the families of the anatomical donors that their loved ones’ lessons will be carried forth throughout the students’ careers as health care professionals.

Dr. Cynthia Bennett described the anatomy experience at Elon as a pivotal one for health sciences students, emphasizing that “some of the most important learning experiences aren’t about anatomy at all.” She emphasized to the families of anatomical donors in attendance that the students in the school had been excellent caregivers to their family members in the lab, and that the lessons their family members had taught about love, loss and both the commonalities and the differences that humans share would impact each student for a lifetime. 

DPT student Emiliano (Emi) Chirigliano G’25 said the memorial was a beautiful celebration of life to further commemorate the great people our silent teachers were.

“It was of no surprise to hear stories of how our silent donors gave so much to others in their lives; continuing to do so in their passing,” Chirigliano said.

PA student Kylie Haduck G’24 said that working with and learning from the anatomical donors was something that she loved right from the start of her health care education at Elon. Haduck said it was fascinating to learn about each donor and appreciate them for all of their commonalities and differences.

“When I learned that there was a committee for the Anatomical Donor Memorial Service, I knew that I had to be a part of it. I feel such a sense of gratitude for our donors and their families, and I wanted to be able to really say ’thank you’ to them in any way that I could,” Haduck said.

“It was a very emotional afternoon in the best way and was a great way to send off our donors with love, appreciation, and great respect for them letting us be a part of their lives,” Haduck added. 

Rachel Davis G‘25, a DPT student, said she and her fellow students are thankful to have a resource like the Anatomical Gift Program at Elon. With students taking anatomy at the start of their program, the silent teachers are their first patients, Davis said. 

“It is an honor that we get to take all the lessons they have taught us and continue their journey the rest of our careers,” she added. “The memorial service was a day for everyone to come together and say a huge thank you to our silent teachers. The room was full of gratitude from the students, faculty, and families. It was the perfect moment for us to honor those who gave so much to us.”

As an �þ���, Sam Kattiria G’24 took an anatomy class that involved working with cadavers, and she never stopped to consider where they came from. The second-year PA student said she can’t help but reflect on that experience felt “cold and impersonal,” a stark contrast from what she has experienced at Elon.

“Here, our donors are teachers, not cadavers. My classmates and I refer to them by their names when we are discussing uniqueness, [which] we found in each of them,” Kattiria said. “The Anatomical Donor Memorial Service was a way for me to tangibly say thank you to my silent teachers, Faye and Mimi, and their friends and families for the many lessons I learned about anatomy, compassion and gratitude.”

Josie Freeman ’25 said it was truly an honor to be able to pay tribute to the donors and their families and friends as well as the students who got to work with these donors. “I’m super grateful to have also gotten to work with the other committee members and Ms. Person to help prepare a beautiful service,” Freeman said. 

Katherine Zdrojeski is the daughter of one of the silent teachers. She tenderly submitted words that were shared during the service. 

“[My mother] would be so impressed by you and the Anatomical Gift Program,” Katherine Zdrojeski said. “The work you do is just incredible, and I’m very grateful a program like yours exists. My brother and I have spent much time reflecting on the memorial, and how glad we were to be part of it. You put such thought into every detail and it shows. From the tissues in baskets by the door, to the forget-me-nots on the table, to the seeds in the butterfly name cards — it all meant so much.

“You gave us a sense of closure, you brought us joy and you also offered us a lot of peace. If our mother was alive and had gone to the memorial for someone else, she would have said to us afterward, ‘This. It’s exactly what I want.’ Anatomical donation was always so important to her, but we were not prepared when she was diagnosed with glioblastoma. Knowing that we fulfilled her wish in the most dignified way, and that she helped others learn, so that she could keep living her values even in death — there’s tremendous comfort in that. ‘Thank you,’ feels woefully insufficient, but you always have mine,” she said.

The outpouring of affirmations from family members was abundant. It is with humble appreciation and gratitude that the School of Health Sciences students and those in the Anatomical Gift Program acknowledge everyone’s generous expressions.

Janet Cope, professor of physical therapy education eloquently conveyed a closing message in the poem she wrote:

“Today I was walking in the woods / The air was heavy and still / Like it had tears that could not be shed— / Not today / Spring flowers that had turned to berries / Petals had fallen / But so had the seeds— / Feeding the residents of the forest / Our teachers like once bright flowers, shedding their petals— seeing this forest— nourishing us.”

University Chaplain and Dean of Multifaith Engagement Rev. Kirstin C. Boswell led attendees in prayer and shared her reflections on the service. Calling it one of the more special events she attends each year, Boswell said the care and respect shown to each silent teacher by their students is beautiful and commendable.

“The tangible reality that I come away with each year, is that the students are impacted far beyond the classroom by their experiences working with their silent teachers,” Boswell said. “I believe that a care and respect for the simultaneously fragile and resilient beauty of human life develops from those relationships in the labs, and we witness it so beautifully memorialized in the Sacred Space each year.”

Dianne Person spoke about the unique and careful decision made by the anatomical donors. Person said the hope is that the silent teachers understood the academic and personal impact that they would have on the students. 

“They have created a legacy. Their lives will continue through the respectful and skillful hands of their students, as exemplary future healthcare professionals,” Person said. “All of this and more, thanks to your spouses, partners, mothers, fathers, grandmothers, grandfathers, sisters, brothers, aunts, uncles and friends. Each one made a lasting impact, a mark on humanity and healthcare. For their meritorious gift of body and spirit toward the future of healthcare, we thank them.”

A candle was lit while students read each name of the silent teachers who taught them much more than the studies of human anatomy. 

Following the service all in attendance gathered outside to release butterflies in memory of the silent teachers. All then returned to the McBride Gathering Space for refreshments and conversations.

Raindrops and teardrops fell peacefully and memorably throughout a service that will be long remembered and appreciated by all.

Pre-professional learners who experience these types of learning activities are now prepared to consider the needs of the patient, the caregiver and the caregiver’s support network. They are also prepared to weigh their own words and consider the impact of how what they do and say as healthcare team members affect, directly and indirectly, the end users of the health care system: patients and families. This generates graduates prepared for the daily challenges of healthcare who are also prepared to be advocates for those without a voice.

Essential Conversations for Caregivers is an interprofessional training program sponsored by the School of Health Sciences Interprofessional Practice and Education (IPE) Committee. The program hinges on the research of Melissa Scales, associate professor of physical therapy, and Dianne Person, director of Elon’s Anatomical Gift program. Additional collaborators have included Professor Monica Burney (Human Service Studies), Nita Skillman (SHS Interprofessional Simulation Center) and Kim Stokes (PA Studies).

In this engaged learning activity, approximately 100 future nurses, PTs, and PAs participated in a listening session followed by a question and answer with our guest speaker. Then, a design sprint was utilized to allow learners to process their individual thoughts, feelings and means of support for this population. Following the design sprint, learners worked in interprofessional teams to theme their thoughts and identify a common question.

In the last hour of the activity, learners participated in two role plays where they learned the value of having each team member’s perspective and that the health care team includes the patient’s caregivers.

Person began the work of Essential Conversations (formerly, “Crucial Conversations”) in 2019 as a collaboration with Elon PA program focused on end-of-life discussions. Since then, a series of Essential Conversations collaborations have taken place in the School of Health Sciences related to end-of-life care, difficult diagnoses, and patient-centered interviewing. ‘

This includes the work with Scales (PT), Tracey Thurnes (PA), Charity Johansen (PT), Tiffany Morris and Jacqueline DeBrew (Nursing). When an opportunity for interprofessional learning is available, it is ideal.

This year’s guest speaker was Melissa Groves, mother of Jackson Groves, a child with a diagnosis of and parent advocate. She has guest lectured at Duke University’s School of Medicine on the importance of healthcare providers partnering with parents & caregivers.  Her expertise in navigating the health care system, communicating with health care providers in the care of her child, and educating healthcare providers brought a rich experience to the students in �þ���’s School of Health Sciences. Groves has a passion for bringing the “human” side of patients and caregivers to different audiences in the hopes it will make providers consider the whole child during treatment,  not just a child’s diagnosis.

This year’s facilitators included Scales, Stacey Thomas (ABSN), Stokes, Paula DiBiasio (PT, SHS IPE committee), and Bethany Fearnow (simulation center, SHS IPE committee).

Feedback for the learning experience is positive and the School of Health Sciences plans to host the learning activity again in the following years. To date, this educational activity centered around Essential Conversations has led to multiple presentations for SHS collaborators, both nationally and internationally.

“I’m excited that there’s a DPT student scholarship, that’s the main thing. And to have my name attached to it is a big surprise,” Cope said. “I’ve been at Elon a good amount of time and I know I have an impact on the students that I engage with in, I think, very positive ways so this feels good.”

The Janet M. Cope Scholarship in Physical Therapy will go toward Elon physical therapy students who have displayed honorable character during their time in the program. Associate Vice President for University Advancement John Barnhill announced the scholarship at the reception. The scholarship was created by a group of colleagues who have seen the impact of Cope’s work at the School of Health Sciences upon her students and those she works with.

“We’ve all benefited from your presence here,” Interim Dean of the School of Health Sciences Stephen Folger told Cope at the announcement. “You’re leaving a long-lasting impact not only what you’ve given yourself but this scholarship represents that forever.”

“She is the manifestation of … accountability, altruism, collaboration, compassion, caring, duty, excellence, inclusion, integrity and social responsibility,” said Crystal Ramsey, assistant professor of physical therapy education.

Ramsey pointed to Cope’s vision that led to the creation of the university’s Anatomical Gift Program in 2016 so that the school could rely on its own first-person consented donors, thereby fulfilling curricular requirements in the study of human anatomy.

“She is the epitome of ethics and honoring other people,” Ramsey added.

Cope is the recipient of the 2021 Daniels-Danieley Award for Excellence in Teaching. She received the �þ��� School of Health Sciences Excellence in Service Award for the 2014-15 academic year and the SHS Excellence in Teaching Award in 2011-12.

Distributions from the endowed scholarship will support students in the DPT program who are pursuing departmental initiatives, including research, global study, internship, service, leadership or other educational opportunities. Recipients will be selected by the dean of the School of Health Sciences with recommendations from DPT faculty members.

Some examples of how it could be used are paying for a DPT student to purchase supplies or equipment for research; paying a DPT student’s expenses to attend a professional conference; or helping a DPT student with travel, housing and/or food expenses related to an internship.