Newsletter No. 443

10 443 • 19.9.2014 口谈实录 Viva Voce ’ 本刊由香港中文大学资讯处出版,每月出版两期。截稿日期及稿例载于 www.iso.cuhk.edu.hk/chinese/newsletter/ 。 The CUHK Newsletter is published by the Information Services Office, CUHK, on a fortnightly basis. Submission guidelines and deadlines can be found at www.iso.cuhk.edu.hk/english/newsletter/ . 生物医学学院防腐师 伍桂麟先生 Mr. Ng Kwai-lun Pasu Embalmer, School of Biomedical Sciences 可以说说你的工作范围吗? 我负责遗体防腐工作、标本制作和解剖室教学运作,此外还有 无言老师遗体捐赠计划( www.sbs.cuhk.edu.hk/bd/ ) 的运作 和推广,包括答覆电话查询,促进捐赠者或其家人与大学的沟 通,就他们对遗体用途的意愿和期望,尽量配合。 人们初次得悉你的职业,会有什么反应? 有些人会以为防腐师是做食物加工,是制罐头的。了解工作性质 后,年纪和我差不多的八十后多会问:对着那麽多遗体,是否很 吓人?有遇见鬼吗?成熟点的朋友会关心:这工作对你有甚麽意 义?会影响交女朋友吗?结婚没有? 防腐师须有什么素质和训练? 首先要对遗体没有恐惧。很多朋友说:我常常看鬼片、惊栗片, 哪会害怕!其实不然,愈是看得多,愈会害怕。最重要是以平常 心对待,不会有风吹过便觉得那是阴风阵阵。知识和技术可以 补足,耐性和专注是先决条件。入职后会有解剖和防腐训练,我 也曾到外国进修有关知识。 你是怎样入行的? 我在中学并不念纯理科,大学修设计,毕业后曾做设计师,看似 跟现职风马牛不相及。由于跟亲人从事殡仪行业(遗体防腐), 应征防腐师一职之前我已有五六年处理遗体的经验,让我有点 优势。到现在我处理过各种死因和年龄的遗体已过千具。 中大接收的遗体主要有什么用途? 主要有三,一是供学习解剖,约每十名学生会用一具遗体作实 习,为期两年。二是解剖、塑化后,制成标本,交医科、护理学、 中医、药剂和人类生物学等学生学习人体结构。第三是不加防 腐,存放于零下十多度的冰柜,解冻后以最接近自然的状况留待 医生作手术练习或研发用。 港人对捐赠遗体的看法近年可有改变? 最初一年只有两三宗捐赠,不足十人登记,到了去年,获捐赠遗 体八十多具,登记者四千多人。以前人们觉得解剖室很恐怖,连 带在这儿工作的人也像「乌云盖顶」似的。过去三四年,解剖实 验室及无言老师遗体捐赠计划主管 陈新安 教授带领我和同事筹 办了近百次的参观和讲座,更多市民知道捐赠遗体能帮助学生 和医生学习,令病人得到更好治理,提高手术成功率,恐惧渐渐 转为反思—如何把所有人都不可避免的死亡赋予意义? 工作带给你甚麽特别体会? 人生追求的可以很多,但身后没东西可以带走,因此在工作上 我追求有意义的回报。 我喜欢和学生聊天,鼓励他们多用心体会。因为这个计划,独居 长者或弱势社群知道身后事有人料理之余,也能贡献社会、遗 爱人间。这些都是非金钱可衡量的回报。 我也开始在公余参与社会服务,例如在生死教育学会跟医护人 员和社工学习,把生死的正面讯息带给市民。 「无言老师」和学生是怎样的关系? 一位教授说过,医科生与遗体相处的态度,足以反映他日后对 病人的态度。来上课的学生才十八岁左右,面对遗体总会战战 兢兢。陈新安教授在第一课会训勉他们,每具遗体都得来不易, 不应视之为工具;并会带领他们静默,以表尊敬。 「无言老师」无私奉献,以身施教。从解剖观察到逝者生前的病 变,对病患者的痛苦感受更深切。学习结束后,学生会给无言老 师写感谢卡。他们也曾应家属要求,火化前在解剖室举行告别 仪式,甚至有学生将会帮无依的老人撒灰。学生跟「无言老师」 这点点滴滴的沟通,都有助他们吸收知识,反思使命。 请扫描QR码阅读全文版 Scan the QR code for the full version Please tell us about the scope of your work. I’m responsible for body embalming, specimen production and the operation of teaching at the dissecting laboratory. I also attend to the promotion and operation of the Body Donation Programme ( www.sbs.cuhk.edu.hk/bd/ ), which includes answering telephone enquiries, liaising between potential donors, their families and the University for the best possible arrangement that fulfils their expectation. How would people respond upon knowing that you are an embalmer? Some people think that an embalmer deals with food processing or canned food. When they know more, those about my same age, the so-called post-80s, would ask: Is it scary facing dead bodies? Have you ever met ghosts? More mature people are more concerned about things like: What does the job mean to you? Will you scare the girls away? Are you married? What qualities and training should an embalmer possess? First of all, you have to be fearless of dead bodies. People who love watching ghost or horror movies claim that they are immune to fright, which is not true. The more you watch these movies, the more easily you will be scared—very often by your own imagination. Patience and focused attention are prerequisites, whereas knowledge and skills can be acquired. There will be on-the-job training on anatomy and embalming. I have been offered a chance to study overseas. How did you join the profession? I was not a science stream student in high school. I majored in design in college and worked as a designer after graduation. These seem to be irrelevant to what I’m doing now. But since I followed my family members to work as embalmers in the funeral business, I already had five to six years of experience dealing with dead bodies before I applied for the post here. This gave me a bit of advantage. So far, I have dealt with the bodies of about 1,000 persons who died of various causes at different ages. What are bodies donated to CUHK used for? First, they are embalmed for medical students for two years of anatomical studies. About 10 students will be assigned a body. Second, they are dissected and plasticized as specimens for teaching in medical, nursing, Chinese medicine, pharmacy and human biology programmes. Third, they are stored in the freezer without being embalmed, and will be used in the most natural condition after defrosting for doctors’ simulated surgical training or research. Have people in Hong Kong changed their views on body donation in recent years? In the first year the Body Donation Programme was launched, there were just a couple of donations and fewer than 10 registrations. Last year alone, we received more than 80 bodies and over 4,000 registrations. In the past, people found the dissecting laboratory creepy, and those who worked here look gloomy. During the past three to four years, Prof. Chan Sun-on , coordinator of the Dissecting Laboratory and Body Donation Programme, led me and other colleagues to organize some 100 visits and talks to promote the programme. Gradually, people know that body donation helps facilitate students' and doctors' learning, and will lead to better cure and higher surgery success rates for patients. Their fear subsides to reflection on how to add meaning to death. What have you learnt from your job? You can pursue many things in life, but you can bring nothing with you after death. So I look for meaningful rewards from my job. I love interacting with students, encouraging them to learn with their heart. The donation programme has been able to bring comfort to some lonely elders and disadvantaged members of society, as they feel relieved to know that their bodies will be taken care of after death, and in that way, they too can contribute to society. These are the non-monetary rewards I get from my job. I begin working as a volunteer after work. I’m learning from medical practitioners and social workers at the Society for Life and Death Education how to spread positive messages about life and death. The donated bodies are honoured as ‘Silent Teachers’. What are their relationships with the students? A professor once said we can foresee how a medical student will treat the patients by observing how he/she treats the dead body under study. Students here are about 18 years old, nervous when facing a dead body. Prof. Chan Sun-on will inaugurate the first lesson by giving a speech, telling them not to take the donated bodies for granted or just treat them as a tool. He will also lead them to observe a moment of silence to show respect to the donors. ‘Silent Teachers’ are exemplary models who make selfless contribution and teach with their bodies, not their words. By studying how the body has been affected by disease, students learn beyond textbooks. After lessons are completed, students would write thank-you cards to their ‘teachers’. Some have organized a ceremony in the laboratory at the request of the family to bid farewell to the teacher before sending the body for cremation. I know that there will be students scattering the ash for a single elderly. Students acquire from these interactions with ‘Silent Teachers’ both knowledge and the ability to reflect on their mission. 观看录像,请扫描QR码或浏览以下网址: To watch the video, please scan the QR code or visit: www.iso.cuhk.edu.hk/video/?nsl443-pasu-ng

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