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Choi WJ. Teaching respect for body donors: A US medical student perspective. ANATOMICAL SCIENCES EDUCATION 2024; 17:687-692. [PMID: 38183161 DOI: 10.1002/ase.2373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 12/05/2023] [Accepted: 12/07/2023] [Indexed: 01/07/2024]
Abstract
Recent controversies over the mismanagement of body donors in US medical schools have raised public concerns over the ethical treatment of bodies in "anatomical gift" programs. Despite widespread moral outrage at such cases, medical students may still make seemingly inconsequential mistakes or jokes that in fact constitute acts of disrespect. This may partially be attributed to the process of desensitization in working with human remains, and indicates a further need to inculcate into medical students the ethical responsibilities of working with body donors. Donation agreement statements that lack specific information about the respectful treatment of bodies in the anatomy laboratory may serve as an additional point of concern for potential donors seeking reassurance about the future treatment of their bodies. This viewpoint draws from the anecdotal experiences of medical students to portray two scenarios of medical students' disrespectful conduct toward body donors, and constructs an account of moral respect for human remains based on respect for posthumous autonomy and respect in attitude. It then provides suggestions for US medical schools to incorporate this ethical framework into their anatomy curricula to instill respectful dispositions in its students and facilitate a more robust informed consent process for potential donors who entrust their bodies to medical students.
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Affiliation(s)
- William J Choi
- Warren Alpert Medical School of Brown University, Providence, Rhode Island, USA
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2
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Qatanani AM, Fishman O, Khamar D, Rosenzweig S. Personal Preparation of Medical Students for the Human Dissection Experience: A Systematic Review. MEDICAL SCIENCE EDUCATOR 2023; 33:1271-1281. [PMID: 37886287 PMCID: PMC10597922 DOI: 10.1007/s40670-023-01868-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/18/2023] [Indexed: 10/28/2023]
Abstract
Anatomical dissection is a cause of distress for many medical students. Explicit pedagogical strategies are important in reducing student distress and supporting their personal development. A systematic review of PubMed, Ovid, PsycINFO, and Web of Science databases was conducted to examine quantitative data regarding medical school interventions to reduce the negative psychological and moral impact of anatomical dissection on medical students. Of 1189 unique abstracts, 14 papers met screening criteria. Student distress decreased with the use of educational audiovisual materials and graded exposure to donor bodies. Educational lectures, memorial ceremonies, and utilization of background music had mixed results.
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Affiliation(s)
- Anas M. Qatanani
- Geisinger Medical Center, 100 N Academy Drive, Danville, PA 17822 USA
- Drexel University College of Medicine, Philadelphia, PA USA
| | - Oren Fishman
- Drexel University College of Medicine, Philadelphia, PA USA
| | - Dhaval Khamar
- Drexel University College of Medicine, Philadelphia, PA USA
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Lai ER, Rukavina NA, Wisco JJ, Zumwalt AC. Comparing the emotional experiences of students in similar dissection- and prosection-based medical gross anatomy courses: A mixed-methods study. ANATOMICAL SCIENCES EDUCATION 2023; 16:926-942. [PMID: 37060250 DOI: 10.1002/ase.2281] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 04/09/2023] [Accepted: 04/12/2023] [Indexed: 05/17/2023]
Abstract
The anatomy laboratory can incite strong emotional reactions in students, which can in turn facilitate growth in empathy, care for vulnerable others, and professionalism. Despite this, little is known about the relative emotional impacts of different laboratory modalities. The response to the COVID-19 pandemic created an opportunity to compare the emotional experiences of students in similar courses in which one group of students dissected donors and the other group learned from prosected donors. The courses were otherwise the same in content, length, instructional design, and assessment. Students in the dissection-based (Fall 2019) and prosection-based (Fall 2020) courses completed a previously validated survey that used quantitative and qualitative questions to assess their feelings about the donors and the anatomy laboratory experience. Students in both cohorts reported overall appreciation for having had the experience. Negative themes experienced by both groups included feeling anxiety, worries about depersonalizing donors, and physical discomfort in the laboratory. Students in the dissection course reported stronger connections with the donors and the donors' families but also more frequently felt negative feelings such as disgust, anxiety, and feeling alone. Students in the prosection course reported more consistently positive responses but worried about not using the donors to the fullest extent possible. Regardless of pedagogical design, students have complex emotional experiences in the anatomy laboratory and our results indicate that these feelings may be more intense in the context of dissection. Anatomists should foster educational settings that enable students to learn to process complex or challenging emotions.
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Affiliation(s)
- Emily R Lai
- Department of Anatomy and Neurobiology, Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts, USA
| | - Nadia A Rukavina
- Department of Anatomy and Neurobiology, Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts, USA
| | - Jonathan J Wisco
- Department of Anatomy and Neurobiology, Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts, USA
| | - Ann C Zumwalt
- Department of Anatomy and Neurobiology, Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts, USA
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Terrado J, Gómez O, Chicharro D, García-Manzanares M, Juárez M, Romo-Barrientos C, Mohedano-Moriano A, Criado-Álvarez JJ. Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room. ANATOMICAL SCIENCES EDUCATION 2023; 16:547-556. [PMID: 36695649 DOI: 10.1002/ase.2258] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 01/20/2023] [Accepted: 01/21/2023] [Indexed: 05/11/2023]
Abstract
The use of cadavers is essential for veterinary anatomy learning. However, facing an animal corpse can be stressful for veterinary students because of their empathy toward animals. The objective of this study was to evaluate veterinary medicine students' emotions, feelings, and anxiety levels related to practicals with dog cadavers. Two questionnaires were administered to 1st year students (n = 168) at CEU Cardenal Herrera University in Valencia (Spain) before and after their first practical session with cadavers. The application of State-Trait Anxiety Inventory questionnaires showed that "state anxiety" decreased significantly (p < 0.05), from a score of 14.8 before the practical to 10.4 after, and that female students showed higher but not significantly different levels than males. Most (64%) of the students were not willing to donate the bodies of their pets, and those students were more stressed before the practical than their peers, although their anxiety levels significantly decreased by the end of the session. The majority of the students answered positively about emotions, such as feeling calm, safe, not nervous, relaxed and not worried before the practical, and this increased significantly to more than 80% by the end of the session. The visualization of educational videos prior to the session was evaluated positively by students. These results agree with those reported in other health science disciplines, showing that students face practical sessions with corpses in a similar way and suggesting that the use of videos can help decrease anxiety and enhance their learning experience.
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Affiliation(s)
- José Terrado
- Department of Animal Medicine and Surgery, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca, Spain
| | - Olga Gómez
- Department of Animal Medicine and Surgery, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca, Spain
| | - Deborah Chicharro
- Department of Animal Medicine and Surgery, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca, Spain
| | - Maria García-Manzanares
- Department of Animal Medicine and Surgery, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca, Spain
| | - Miriam Juárez
- Department of Animal Medicine and Surgery, Universidad CEU Cardenal Herrera, CEU Universities, Alfara del Patriarca, Spain
| | - Carmen Romo-Barrientos
- Integrated Attention Management of Talavera de la Reina, Castilla-La Mancha Health Service (SESCAM), Talavera de la Reina, Spain
| | - Alicia Mohedano-Moriano
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Spain
| | - Juan José Criado-Álvarez
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Spain
- Institute of Health Sciences of Castilla-La Mancha, Talavera de la Reina, Spain
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Criado-Álvarez JJ, Romo-Barrientos C, Zabala-Baños C, Martínez-Lorca M, Viñuela A, Ubeda-Bañon I, Flores-Cuadrado A, Martínez-Lorca A, Polonio-López B, Mohedano-Moriano A. The Effect of Visualization Techniques on Students of Occupational Therapy during the First Visit to the Dissection Room. Healthcare (Basel) 2022; 10:healthcare10112192. [PMID: 36360533 PMCID: PMC9691158 DOI: 10.3390/healthcare10112192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Revised: 10/10/2022] [Accepted: 10/24/2022] [Indexed: 11/06/2022] Open
Abstract
Background: Part of the basic teaching of human anatomy are prosection sessions with a human corpse, which may generate stress or anxiety among students. The objective of this work was to study how, through the visualization technique (a coping technique), these levels could be reduced before starting prosection classes. Methods: A cross-sectional pilot study was conducted involving first-year students who had never participated in screening sessions. Prior to the visit, occupational therapy students underwent a viewing session (visualization technique). On the day of the visit, before and after the screening session, an anonymous questionnaire was distributed to find out about aspects of the students’ experiences, such as their feelings and perceptions. The State−Trait Anxiety Inventory was used to assess anxiety. Results: The baseline levels of anxiety measured remained stable (from 18.5 to 18.2 points), with no differences being found (p > 0.05). The levels of emotional anxiety measured fell from 15.2 to 12.6 points (p < 0.05). Before starting the class, there were six students (17.1%) with anxiety criteria, and this figure was doubled at the end of the session (33.3%) (p < 0.05). Conclusions: Sessions in a dissection room can cause stressful experiences and change the emotional balances of some students. The results obtained and published here showed no significant differences after the visualization technique. We found that the students believed that the prosection sessions were very useful for teaching anatomy.
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Affiliation(s)
- Juan José Criado-Álvarez
- Integrated Care Management, Castilla-La Mancha Regional Health Services (SESCAM), 45600 Talavera de la Reina, Spain
- School of Health Sciences, University of Castilla-La Mancha, 45600 Talavera de la Reina, Spain
| | - Carmen Romo-Barrientos
- Integrated Care Management, Castilla-La Mancha Regional Health Services (SESCAM), 45600 Talavera de la Reina, Spain
| | - Carmen Zabala-Baños
- School of Health Sciences, University of Castilla-La Mancha, 45600 Talavera de la Reina, Spain
| | - Manuela Martínez-Lorca
- School of Health Sciences, University of Castilla-La Mancha, 45600 Talavera de la Reina, Spain
| | - Antonio Viñuela
- School of Health Sciences, University of Castilla-La Mancha, 45600 Talavera de la Reina, Spain
- Correspondence: ; Tel.: +34-699-793-202
| | - Isabel Ubeda-Bañon
- Department of Medical Sciences, Ciudad Real Medical School, Regional Center for Biomedical Research, University of Castilla-La Mancha, 13071 Ciudad Real, Spain
| | - Alicia Flores-Cuadrado
- Department of Medical Sciences, Ciudad Real Medical School, Regional Center for Biomedical Research, University of Castilla-La Mancha, 13071 Ciudad Real, Spain
| | - Alberto Martínez-Lorca
- School of Health Sciences, University of Castilla-La Mancha, 45600 Talavera de la Reina, Spain
| | - Begoña Polonio-López
- School of Health Sciences, University of Castilla-La Mancha, 45600 Talavera de la Reina, Spain
| | - Alicia Mohedano-Moriano
- School of Health Sciences, University of Castilla-La Mancha, 45600 Talavera de la Reina, Spain
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Mueller CM, Allison SM. In their own words: impact of donor information and personal statements on humanization of donors in a gross anatomy course. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:426-437. [PMID: 35695290 DOI: 10.1152/advan.00068.2022] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 05/31/2022] [Accepted: 06/08/2022] [Indexed: 06/15/2023]
Abstract
Humanization of donors in gross anatomy courses has been reported to facilitate professional behavior in healthcare students. However, there is a lack of research investigating whether students' knowledge of donor information is associated with humanization of whole body donors. To address this gap, the present study aimed to 1) determine whether knowledge of donor information is associated with greater humanization of donors and 2) investigate student perceptions of receiving donor information. Donor information was provided to students at the beginning of the course (cohort A) or at midsemester (cohort B). Questionnaires utilized quantitative and qualitative methods to assess humanization and student perceptions at the beginning, middle, and end of the semester. Independent t tests demonstrated that there was no statistically significant difference in mean humanization scores between cohorts A and B before the first dissection [t(37) = 0.449, P = 0.656], at midsemester [t(35) = -1.546, P = 0.131], or at the end of the semester [t(28) = 0.004, P = 0.997]. Thematic analysis demonstrated that as the semester progressed students' view of dissection as an invasion of privacy and the donor as a patient decreased. Themes delineated from students' open-ended responses revealed that students felt a connection with their donors; that the donors' consenting information gave permission to dissect; and that the information gave students an invaluable learning experience. Students demonstrated detached concern toward their donor, viewing the donor as a learning tool or educator rather than a patient. However, their responses also indicated the development of a deeper, personal connection to donors.NEW & NOTEWORTHY A look at the use of donor personal statements and information to humanize donors and how it influenced students' experiences in a gross anatomy laboratory.
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Affiliation(s)
- Caroline M Mueller
- Department of Biomedical Sciences, Ohio University Heritage College of Osteopathic Medicine, Dublin, Ohio
| | - Sara M Allison
- Department of Biomedical Sciences, Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, Michigan
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Attardi SM, Gould DJ, Pratt RL, Roach VA. YouTube-based course orientation videos delivered prior to matriculation fail to alleviate medical student anxiety about anatomy. ANATOMICAL SCIENCES EDUCATION 2022; 15:685-697. [PMID: 34048140 DOI: 10.1002/ase.2107] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2020] [Revised: 05/07/2021] [Accepted: 05/24/2021] [Indexed: 06/12/2023]
Abstract
Gross anatomy is a source of anxiety for matriculating medical students due to the large volume of information presented in a truncated timeline, and because it may be their first exposure to human cadavers. This study aimed to assess if video-based resources would affect matriculating medical students' anatomy state anxiety levels. Videos were designed to be short, YouTube-based units that served to provide orientation information about the anatomy course, dissection facilities, and available study resources to dispel anxiety around beginning their anatomy studies. To evaluate the impact of the videos, students in two consecutive matriculating years (2018 and 2019) completed the validated State-Trait Anxiety Inventory and a demographic questionnaire. The 2019 cohort (n = 118) served as the experimental group with access to the videos; while the 2018 cohort (n = 120) without video access served as a historical control. Analyses revealed that the groups were equivalent in terms of trait anxiety (P = 0.854) and anatomy state anxiety even when student video exposure was controlled (P = 0.495). Anatomy state anxiety was only significantly lower in students with prior formal anatomy exposure (P = 0.006). Further inquiry into students' prior anatomy experience identified that individuals with post-secondary dissection experience were significantly less anxious than those without formal anatomical experience (P = 0.023). These results may serve as a cautionary tale to educators; while preference for video-based instructional materials is prevalent in the literature, videos delivered on public social media platforms fail to prepare students for the psychological impact of studying human anatomy.
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Affiliation(s)
- Stefanie M Attardi
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan, USA
| | - Douglas J Gould
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan, USA
| | - Rebecca L Pratt
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan, USA
| | - Victoria A Roach
- Division of Healthcare Simulation Science, Department of Surgery, University of Washington, Seattle, Washington, USA
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8
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Zumwalt AC. Anticipatory Feelings About Dissection: An Exercise for the First Day of a Gross Anatomy Course. ANATOMICAL SCIENCES EDUCATION 2021; 14:828-835. [PMID: 33369234 DOI: 10.1002/ase.2048] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Revised: 12/21/2020] [Accepted: 12/22/2020] [Indexed: 06/12/2023]
Abstract
Studies have demonstrated that students experience a variety of intense emotions in anticipation of human anatomical dissection, including enthusiasm, gratitude, responsibility, apprehension, detachment, anxiety, and spiritual or moral reflection. The exercise described here provides an opportunity to start a conversation about the complexity of students' emotional reactions to the anatomy experience. The intention of this exercise is to normalize the variety of emotions that anatomy students experience, both to demonstrate to students that their emotions are normal and to encourage the empathy for others' reactions which may differ from their own. In the lecture hall setting before the first day of dissection, students are asked to draw how they feel about the dissection experience and are provided an opportunity to discuss their drawings with their peers. The course director then provides a slide show demonstration of drawings from previous years, and experienced anatomy faculty facilitate a large group discussion in which students react to the drawing exercise and slide show and ask questions which are addressed by the faculty. This exercise provides an opportunity for students to practice appropriately communicating about emotionally complex experiences in a professional setting. The exercise is straightforward to implement and is easily modifiable for different class sizes and curricular structures.
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Affiliation(s)
- Ann C Zumwalt
- Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, Massachusetts
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Chiou RJ, Tsai PF, Han DY. Impacts of a gross anatomy laboratory course on medical students' emotional reactions in Taiwan: the role of high-level emotions. BMC MEDICAL EDUCATION 2021; 21:489. [PMID: 34511095 PMCID: PMC8436515 DOI: 10.1186/s12909-021-02923-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Accepted: 08/31/2021] [Indexed: 05/25/2023]
Abstract
BACKGROUND Gross anatomy laboratory course at medical school is usually an important learning subject for medical students; however, seeing a cadaver often makes them feel uncomfortable. According to the broaden-and-build theory, positive emotions broaden our inventory of thoughts and actions, and build physical, mental, and social resources. Research on positive psychology found that through direct thanks and positive reframing, people who feel gratitude show fewer depressive symptoms. The present study tried to reduce students' negative emotions towards cadavers by sequential activities, such as family interviews and an initiation ceremony, which induced gratitude and other positive emotions. METHODS The Emotional Reactions Towards Cadavers Scale (ERTCS) was used to evaluate medical students' emotional reactions after they see a cadaver. Third year medical students (n = 105) at Taipei Medical University in northern Taiwan completed ERTCS on three occasions within a single semester during academic year 2016. Repeated-measures ANOVA and hierarchical regression analyses were then conducted to identify any changes in the emotional reactions of these students. RESULTS The ERTCS showed satisfactory internal consistency and a three-factor structure, i.e., negative emotions, high-level emotions, and excited emotions. High-level emotions were the highest, and negative emotions were the lowest among the three in our sample. Three-wave data showed that participants' high-level emotions increased, negative emotions decreased, and the former simultaneously predicted the latter after controlling for the influence of gender, religious beliefs, experience of the death of a family member or friend, and burnout level. CONCLUSIONS While past research usually focused on coping strategies to reduce medical students' negative emotions, our study supported the broaden-and-build theory, which emphasizes positive emotions, and demonstrated that elevating medical students' gratitude to 'silent mentors' is an effective way. It is suggested that combining dissection courses with medical humanities can help students successfully handle negative emotions during a gross anatomy laboratory course.
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Affiliation(s)
- Ruei-Jen Chiou
- Department of Anatomy and Cell Biology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Po-Fang Tsai
- Graduate Institute of Humanities in Medicine, College of Humanities and Social Sciences, Taipei Medical University, Taipei, Taiwan
| | - Der-Yan Han
- Section of Liberal Arts, Center for General Education, Taipei Medical University, 250 Wu-Xing St., Xinyi District, 11031, Taipei, Taiwan.
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Naidoo N, Al-Sharif GA, Khan R, Azar A, Omer A. In death there is life: perceptions of the university community regarding body donation for educational purposes in the United Arab Emirates. Heliyon 2021; 7:e07650. [PMID: 34381903 PMCID: PMC8333108 DOI: 10.1016/j.heliyon.2021.e07650] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 06/29/2021] [Accepted: 07/20/2021] [Indexed: 11/30/2022] Open
Abstract
Human body dissection is the traditional instructional method for anatomy education worldwide, providing a kinaesthetic learning experience that is often challenging to achieve with other teaching techniques. However, due to lack of body donation programs in Middle Eastern medical schools, dead bodies are imported from abroad. Since literature suggests that the body shortage is influenced by reluctance to donate one's body, this study aimed to determine the perceptions of faculty, staff, and students regarding body donation for educational purposes at a new Dubai-based medical school. An online dually translated questionnaire was administered to the target population (322), of which 150 participants representative of faculty, staff, and students, responded. Although 111 (74.0 %) of participants considered body donation to be appropriate for educational and research purposes, only 44 (29.3 %) of participants expressed willingness to donate their bodies. Reluctance to donate 106 (70.7 %) appeared to be mostly influenced by religion, psychological barrier, and familial reasons. The emergence of four themes (i.e., resource, barrier, humanitarian, and awareness) and the identification of a potential donor group within the group that was willing to donate provided insight into the level of awareness within the university community. Furthermore, such findings may assist to establish future body donation programs and strategize recruitment approaches, especially when there is an ensuing dearth of anatomical donations.
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Affiliation(s)
- Nerissa Naidoo
- College of Medicine, Mohammed Bin Rashid University, Dubai Healthcare City, Dubai, United Arab Emirates
| | - Ghadah A. Al-Sharif
- College of Medicine, Mohammed Bin Rashid University, Dubai Healthcare City, Dubai, United Arab Emirates
| | - Raeesa Khan
- College of Medicine, Mohammed Bin Rashid University, Dubai Healthcare City, Dubai, United Arab Emirates
| | - Aida Azar
- College of Medicine, Mohammed Bin Rashid University, Dubai Healthcare City, Dubai, United Arab Emirates
| | - Amar Omer
- Hamdan Bin Mohammed College of Dental Medicine, Mohammed Bin Rashid University, Dubai Healthcare City, Dubai, United Arab Emirates
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11
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Holland JC, Ní Dhónaill R, Clarke M, Joyce P. Physician Associate Students' Experience of Anatomy Dissection. ANATOMICAL SCIENCES EDUCATION 2021; 14:52-61. [PMID: 32452170 DOI: 10.1002/ase.1984] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2019] [Revised: 05/15/2020] [Accepted: 05/16/2020] [Indexed: 06/11/2023]
Abstract
The role of physician assistant/associate (PA) has expanded from its inception in the United States over 50 years ago, to European countries including Ireland. While there is an increasing body of evidence exploring the role and training of PAs in clinical settings, there is a scarcity of research exploring PA students' perspectives in relation to their experience of anatomy dissection, or how these experiences may contribute to the development of their core professional identity. Students in the first two cohorts of PA Program at the Royal College of Surgeons in Ireland program were invited to interviews which solicited them to reflect and report on their own experiences of anatomical dissection during their course. Participants' responses were analyzed using a thematic inductive approach; common themes and patterns were organized into a hierarchical structure, which generated the final framework of themes. Ten participants took part in the study; only one had previous personal experience of dissection, while two further participants had some familiarity with prosected specimens. The first theme concerned the participants' expectation of anatomical dissection, with sub-themes of preconceptions, smell, and emotions. The second theme involves discussion of coping strategies that the participants used, including talking, viewing the cadaver as their first patient, and naming (or not naming) the cadaver. The third theme includes how the participants' talked about respect and compassion in the dissection room, development of team working skills, and awareness of bereavement and organ donation. A number of recommendations were also made for the experience and orientation of future students in such a program.
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Affiliation(s)
- Jane C Holland
- Department of Anatomy, Royal College of Surgeons in Ireland, Dublin, Ireland
| | | | - Maeve Clarke
- Department of Oncology, Beaumont Hospital, Dublin, Ireland
| | - Pauline Joyce
- Physician Associate Program, Royal College of Surgeons in Ireland, Dublin, Ireland
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12
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Greene SJ, Rosen L. Tracking medical student emotionality in relation to whole body dissection and donation. Clin Anat 2020; 34:128-142. [PMID: 32889750 DOI: 10.1002/ca.23676] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2020] [Revised: 08/19/2020] [Accepted: 09/02/2020] [Indexed: 11/11/2022]
Abstract
INTRODUCTION For students studying anatomy, dissection of the human body can elicit a wide range of intellectual and emotional responses that are subject to change over the duration of a course. The purpose of this study was to determine how overall emotional responses change over time, if there are differences in responses by gender and previous laboratory exposure, and if these responses impact course performance. METHODS First-year medical students enrolled in the Human Structure and Function course at the University of Vermont, and in the Organ Systems 1, 2, and 3 courses at Morehouse School of Medicine were given a series of four surveys across the first-year curriculum. Data were gathered regarding age, gender, and previous laboratory exposure. Students were asked to rate their level of 15 positive and negative emotions, and their desire to avoid or approach the laboratory and donors. These responses were translated to three measures: (a) a positive response index (PRI), (b) a negative response index (NRI), and (c) an avoid-approach index (AAI). Responses were followed longitudinally and matched with anatomy practical examination grades. RESULTS Gender and previous laboratory exposure status were both significantly related to emotional responses at different points throughout the year, and unique patterns of responses across the year emerged within each group. Higher PRI and AAI were positively correlated with some practical examination scores. CONCLUSIONS Data suggest that gender and previous laboratory exposure status influence emotional responses to dissection, and that these responses may have an effect on course performance.
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Affiliation(s)
- Sarah J Greene
- Department of Pathology and Anatomy, Morehouse School of Medicine, Atlanta, Georgia, USA
| | - Lee Rosen
- Department of Psychiatry, Larner College of Medicine at the University of Vermont, Burlington, Vermont, USA.,Department of Psychological Science, University of Vermont, Burlington, Vermont, USA
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Cadaver as a first teacher: A module to learn the ethics and values of cadaveric dissection. J Taibah Univ Med Sci 2020; 15:94-101. [PMID: 32368204 PMCID: PMC7184209 DOI: 10.1016/j.jtumed.2020.03.002] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2020] [Revised: 02/28/2020] [Accepted: 03/01/2020] [Indexed: 11/20/2022] Open
Abstract
Objectives The undergraduate medical students must be made aware of the ethical and humanistic values of cadaveric dissection. This study therefore designed, implemented, and evaluated the impact of the module 'Cadaver as a Teacher' (CrAFT) that examines the ethical values of cadaveric dissection. Methods This prospective, multimethod study involved 447 first-year undergraduate medical students who had participated in all three sessions of the CrAFT module. Activities included interactive lectures, individual assignments, and a poster-making competition. Students offered a silent tribute and wrote words of gratitude down on a tribute wall. They also expressed their thoughts in the form of essays, poems, and collages. These reflections were qualitatively analysed to generate themes. At the end of the module, an online quiz was conducted to assess the knowledge gained by the students. Their scores were correspondingly recorded and calculated. Results The major themes identified were: cadaver as a teacher, acknowledgement and thanksgiving, bonding, and empathy. Out of all the test takers, 316 students (94.32%) scored more than a five out of ten. The students strongly felt that the module effectively sensitised them towards the ethical and humanitarian aspects of handling cadavers. Conclusions The implementation of an educational module about cadavers is a novel approach towards sensitising medical students. The students believed that sensitising them early on would have helped them establish a practice grounded in professionalism, human values, and empathy.
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Kaye A, Miranda M, Jones T. The Donor Letter Project: Learning Professionalism and Fostering Empathy in an Anatomy Curriculum. THE JOURNAL OF MEDICAL HUMANITIES 2019; 40:607-612. [PMID: 31468252 DOI: 10.1007/s10912-019-09573-x] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
While cadaver dissection remains an unmatched learning tool for structural anatomy, recent shifts in medical culture and pedagogy indicate that developing humanistic practices and fostering empathic responses are crucial components of early medical education. The Donor Letter Project (DLP) was designed to accompany a traditional dissection curriculum, and the pilot, described here, tested its quality and efficacy. In 2017, family members of recently deceased donors to the Colorado State Anatomical Board were invited to submit letters about their loved ones, and forty-seven first-year medical students at the University of Colorado School of Medicine volunteered to read the letters after their human anatomy course. The students then completed a survey about their experience. Because student and donor family responses to the DLP were overwhelmingly positive, the DLP will be repeated with incoming medical school classes, and an addendum to the State Anatomical Board donation application will invite donors to submit letters along with their enrollment materials that may be read by students at the time of donation.
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Affiliation(s)
- Abigail Kaye
- University of Colorado School of Medicine, Aurora, CO, 80045, USA
| | - Madison Miranda
- University of Colorado School of Medicine, Aurora, CO, 80045, USA
| | - Therese Jones
- Center for Bioethics and Humanities, Fulginiti Pavilion for Bioethics and Humanities - Mailstop B137, 13080 E. 19th Avenue, Aurora, CO, 80045, USA.
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Iaconisi J, Hasselblatt F, Mayer B, Schoen M, Böckers TM, Böckers A. Effects of an Educational Film About Body Donors on Students' Empathy and Anxiety Levels in Gross Anatomy. ANATOMICAL SCIENCES EDUCATION 2019; 12:386-398. [PMID: 30925012 DOI: 10.1002/ase.1880] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2018] [Revised: 03/10/2019] [Accepted: 03/11/2019] [Indexed: 06/09/2023]
Abstract
While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students' empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students' empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity.
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Affiliation(s)
- Julia Iaconisi
- Faculty of Medicine, Institute of Anatomy and Cell Biology, Ulm University, Ulm, Germany
| | - Friederike Hasselblatt
- Faculty of Medicine, Institute of Anatomy and Cell Biology, Ulm University, Ulm, Germany
| | - Benjamin Mayer
- Faculty of Medicine, Institute of Epidemiology and Medical Biometry, Ulm University, Ulm, Germany
| | - Michael Schoen
- Faculty of Medicine, Institute of Anatomy and Cell Biology, Ulm University, Ulm, Germany
| | - Tobias Maria Böckers
- Faculty of Medicine, Institute of Anatomy and Cell Biology, Ulm University, Ulm, Germany
| | - Anja Böckers
- Faculty of Medicine, Institute of Anatomy and Cell Biology, Ulm University, Ulm, Germany
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Greene SJ, Rosen L. Sharing personal information about anatomical body donors: What first-year medical students want to know and how it affects emotional responses to dissection. Clin Anat 2019; 32:1019-1032. [PMID: 31012152 DOI: 10.1002/ca.23389] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2019] [Revised: 04/17/2019] [Accepted: 04/17/2019] [Indexed: 12/30/2022]
Abstract
Among educators who teach in the human anatomy laboratory, there has been lively debate about sharing information about anatomical donors. One consideration in this debate is concern about the emotional effect of personalizing donors on the students. The purpose of this study was to evaluate student responses to being exposed to donor information (DI). Three cohorts of first-year medical students (n = 284) were surveyed at four time points throughout the year. Surveys queried students about positive and negative responses to working in the laboratory, wanting to know specific DI, and if knowing this DI would/did affect their responses to working with donors. Analyses examined the relationships between desire to know DI and indices of the following: positive response index (PRI), negative response index (NRI), avoid-approach index (AAI), and compassion-respect index. Across all surveys, a majority of respondents wanted to know some form of DI. At all time points, a majority of respondents felt that knowing all types of DI would increase their positive responses to working with donors. A greater PRI and AAI tended to be associated with wanting to know more personal DI (e.g., names and personal histories). A greater NRI tended to be associated with anticipating that learning personal DI would increase their negative responses before entering the laboratory, which did not persist after dissection began. These data suggest that for a majority of students, knowing personal DI increases their positive response and does not elicit negative responses to dissection or working with anatomical donors. Clin. Anat. 32:1019-1032, 2019. © 2019 Wiley Periodicals, Inc.
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Affiliation(s)
- Sarah J Greene
- Department of Pathology and Anatomy, Morehouse School of Medicine, Atlanta, Georgia
| | - Lee Rosen
- Office of Medical Student Education, Larner College of Medicine at the University of Vermont, Burlington, Vermont.,Department of Psychiatry, Larner College of Medicine at the University of Vermont, Burlington, Vermont
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Romo Barrientos C, José Criado-Álvarez J, González-González J, Ubeda-Bañon I, Saiz-Sanchez D, Flores-Cuadrado A, Luis Martín-Conty J, Viñuela A, Martinez-Marcos A, Mohedano-Moriano A. Anxiety among Medical Students when Faced with the Practice of Anatomical Dissection. ANATOMICAL SCIENCES EDUCATION 2019; 12:300-309. [PMID: 30378293 DOI: 10.1002/ase.1835] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2018] [Revised: 09/05/2018] [Accepted: 09/14/2018] [Indexed: 06/08/2023]
Abstract
Practical training in the dissection of human cadavers is a fundamental and traditional component of human anatomy education in medical schools. This practice, however, can be stressful for students and can generate a certain amount of anxiety. The aim of this study is to explore the attitudes, reactions, and anxiety levels of first-year medical students when working in the dissecting room, over a period of one year, and to relate these anxiety levels to the results of our educational program. This is a before and after descriptive study of students at the University of Castilla-La-Mancha. Questionnaires were distributed among them before and after their dissection practices in order to understand their feelings and emotions and their satisfaction about this activity. State-Trait Anxiety Inventory questionnaires were used to assess the students' 'state anxiety' (SA), which dropped significantly from 49.1% to 14% by the end of their first year. Female students started with higher levels of SA than their male counterparts but by the end of the year these had dropped to similar levels. Anxiety and fearful thoughts tended to drop (P > 0.05). In contrast, uncertainty levels showed significant changes, falling from 44.4% to 12.3%. Nonetheless, 100% of students would go through the experience again. Indeed, 98.2% considered that dissection practices were useful in reinforcing the theoretical aspects of their education, and 80.7% believed that dissecting was more useful than theoretical models. Although students were satisfied with dissection practices the experience cause stressful responses.
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Affiliation(s)
- Carmen Romo Barrientos
- Integrated Care Management, Castilla-La Mancha Health Services, Talavera de la Reina, Spain
| | - Juan José Criado-Álvarez
- Integrated Care Management, Castilla-La Mancha Health Services, Talavera de la Reina, Spain
- Department of Medical Sciences, School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha, Talavera de la Reina, Spain
| | - Jaime González-González
- Integrated Care Management, Castilla-La Mancha Health Services, Talavera de la Reina, Spain
- Department of Medical Sciences, School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha, Talavera de la Reina, Spain
| | - Isabel Ubeda-Bañon
- Department of Medical Sciences, Ciudad Real Medical School, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Daniel Saiz-Sanchez
- Department of Medical Sciences, Ciudad Real Medical School, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Flores-Cuadrado
- Department of Medical Sciences, Ciudad Real Medical School, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - José Luis Martín-Conty
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Occupational Therapy, Speech Therapy and Nursing, University of Castilla-La Mancha, Talavera de la Reina, Spain
| | - Antonio Viñuela
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Occupational Therapy, Speech Therapy and Nursing, University of Castilla-La Mancha, Talavera de la Reina, Spain
| | - Alino Martinez-Marcos
- Department of Medical Sciences, Ciudad Real Medical School, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Mohedano-Moriano
- Department of Medical Sciences, School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha, Talavera de la Reina, Spain
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Grogan K, Ferguson L. Cutting Deep: The Transformative Power of Art in the Anatomy Lab. THE JOURNAL OF MEDICAL HUMANITIES 2018; 39:417-430. [PMID: 30091105 DOI: 10.1007/s10912-018-9532-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
On Tuesday evenings at New York University School of Medicine (NYUSoM), the anatomy lab is transformed into an art studio. Medical students gather with a spirit of creative enterprise and a unique goal: to turn anatomy into art. They are participants in Art & Anatomy, an innovative drawing course within the Master Scholars Program in Humanistic Medicine (MSPHM)-a component of NYUSoM, which offers elective courses across a range of interdisciplinary topics in medical humanities. Art & Anatomy has had approximately four hundred fifty participants since its inception in 2009. The educational intention of the course is to use drawing as an active mode of learning that enhances visual-perceptual ability and three-dimensional (3D) spatial understanding of the body's interior; however, the course also opens a creative space for participants to process the emotional complexities of cadaver dissection and the anatomy lab experience. The anatomy lab can be the training ground for clinical detachment, but many U.S. medical schools are beginning to attend more closely to the emotional aspects of dissection. The authors maintain that the inherently expressive nature of drawing makes the Art & Anatomy course a novel and effective approach to this endeavor. Select student artwork and a curriculum overview are provided.
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Affiliation(s)
- Katie Grogan
- Master Scholars Program in Humanistic Medicine, New York University School of Medicine, 550 First Avenue, New York, NY, 10016, USA.
| | - Laura Ferguson
- Master Scholars Program in Humanistic Medicine, New York University School of Medicine, 550 First Avenue, New York, NY, 10016, USA
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Hasselblatt F, Messerer DAC, Keis O, Böckers TM, Böckers A. Anonymous body or first patient? A status report and needs assessment regarding the personalization of donors in dissection courses in German, Austrian, and Swiss Medical Schools. ANATOMICAL SCIENCES EDUCATION 2018; 11:282-293. [PMID: 29742328 DOI: 10.1002/ase.1744] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2017] [Revised: 08/19/2017] [Accepted: 09/17/2017] [Indexed: 06/08/2023]
Abstract
Many Anglo-American universities have undertaken a paradigm shift in how the dissection of human material is approached, such that students are encouraged to learn about the lives of body donors, and to respectfully "personalize" them as human beings, rather than treating the specimens as anonymous cadavers. For the purposes of this study, this provision of limited personal information regarding the life of a body donor will be referred to as "personalization" of body donors. At this time, it is unknown whether this paradigm shift in the personalization of body donors can be translated into the German-speaking world. A shift from donor anonymity to donor personalization could strengthen students' perception of the donor as a "first patient," and thereby reinforce their ability to empathize with their future patients. Therefore, this study aimed to collect data about the current status of donation practices at German-speaking anatomy departments (n = 44) and to describe the opinions of anatomy departments, students (n = 366), and donors (n = 227) about possible donor personalization in medical education. Anatomy departments in Germany, Austria, and Switzerland were invited to participate in an online questionnaire. One-tenth of registered donors at Ulm University were randomly selected and received a questionnaire (20 items, yes-no questions) by mail. Students at the University of Ulm were also surveyed at the end of the dissection course (31 items, six-point Likert-scale). The majority of students were interested in receiving additional information about their donors (78.1%). A majority of donors also supported the anonymous disclosure of information about their medical history (92.5%). However, this information is only available in about 28% of the departments surveyed and is communicated to the students only irregularly. Overall, 78% of anatomy departments were not in favor of undertaking donor personalization. The results appear to reflect traditional attitudes among anatomy departments. However, since students clearly preferred receiving additional donor information, and most donors expressed a willingness to provide this information, one could argue that a change in attitudes is necessary. To do so, official recommendations for a limited, anonymous personalization of donated cadaveric specimens might be necessary. Anat Sci Educ 11: 282-293. © 2017 American Association of Anatomists.
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Affiliation(s)
- Friederike Hasselblatt
- Faculty of Medicine, Institute of Anatomy and Cell Biology, Ulm University, Ulm, Germany
| | - David A C Messerer
- Department of Evaluation and Quality Management, Ulm University, Faculty of Medicine, Ulm, Germany
| | - Oliver Keis
- Department of Evaluation and Quality Management, Ulm University, Faculty of Medicine, Ulm, Germany
| | - Tobias M Böckers
- Faculty of Medicine, Institute of Anatomy and Cell Biology, Ulm University, Ulm, Germany
| | - Anja Böckers
- Faculty of Medicine, Institute of Anatomy and Cell Biology, Ulm University, Ulm, Germany
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20
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Chiou RJ, Tsai PF, Han DY. Effects of a "silent mentor" initiation ceremony and dissection on medical students' humanity and learning. BMC Res Notes 2017; 10:483. [PMID: 28915916 DOI: 10.1186/s13104-017-2809-0] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2017] [Accepted: 09/08/2017] [Indexed: 11/10/2022] Open
Abstract
OBJECTIVES Many medical schools in Taiwan have adopted a dignified "silent mentor" initiation ceremony to strengthen student's medical humanity and increase their learning attitudes. This ceremony consists of introductions of the body donor's conduct and deeds, wreath-laying, and a tea party. However, few empirical studies have examined the influences of the ceremony and dissection on medical humanity. This study explored if the initiation ceremony and the course can help students care more about others, develop more positive attitudes toward death, improve learning effectiveness in the course, and decrease negative emotions the first time they see a cadaver. METHODS The Attitudes Towards Death and Love and Care subscales of the life attitude inventory, Learning Effectiveness of Gross Anatomy Laboratory Scale (LEGALS), and Emotional Reactions Towards Cadavers Scale were adopted to examine differences before (T1) and after (T2) medical students attended an initiation ceremony at a university in northern Taiwan. Whether these effects lasted to the end of the semester (T3) was also tested. RESULTS After the ceremony, students' attitudes towards death increased, negative emotions towards cadavers decreased, but love and care and the LEGALS did not significantly change. Data from T3 showed a similar pattern, but high-level emotions (e.g., being respected, cherished, and grateful) and the LEGALS were significantly higher than those at T1. DISCUSSION The initiation ceremony, which showed a body donor's deeds and attitudes toward life and death when they were alive, could help medical students gain more mature attitudes towards death and decreased negative emotions. Learning between T2 and T3 might have caused significant changes in high-level emotions and the LEGALS at T3. Arranging reflective writing with guided discussion by a teacher before and after the ceremony is highly recommended.
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Affiliation(s)
- Ruei-Jen Chiou
- Department of Anatomy and Cell Biology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Po-Fang Tsai
- Graduate Institute of Humanities in Medicine, College of Humanities and Social Sciences, Taipei Medical University, Taipei, Taiwan
| | - Der-Yan Han
- Section of Liberal Arts, Center for General Education, Taipei Medical University, 250 Wu-Xing Street, Xin-Yi District, Taipei, 11031, Taiwan, ROC.
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Abdel Meguid EM, Khalil MK. Measuring medical students' motivation to learning anatomy by cadaveric dissection. ANATOMICAL SCIENCES EDUCATION 2017; 10:363-371. [PMID: 27925681 DOI: 10.1002/ase.1669] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2016] [Revised: 10/13/2016] [Accepted: 10/27/2016] [Indexed: 05/22/2023]
Abstract
Motivation and learning are inter-related. It is well known that motivating learners is clearly a complex endeavor, which can be influenced by the educational program and the learning environment. Limited research has been conducted to examine students' motivation as a method to assess the effectiveness of dissection in medical education. This study aimed to assess and analyze students' motivation following their dissection experience. A 29-item survey was developed based on the Attention, Relevance, Confidence, and Satisfaction model of motivation. Descriptive statistics were undertaken to describe students' motivation to the dissection experience. T-test and ANOVA were used to compare differences in motivational scores between gender and educational characteristics of students. Dissection activities appear to promote students' motivation. Gender difference was statistically significant as males were more motivated by the dissection experience than females. Comparison between students with different knowledge of anatomy was also significantly different. The study is an important step in the motivational design to improve students' motivation to learn. The outcome of this study provides guidance to the selection of specific strategies to increase motivation by generating motivational strategies/tactics to facilitate learning. Anat Sci Educ 10: 363-371. © 2016 American Association of Anatomists.
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Affiliation(s)
- Eiman M Abdel Meguid
- Centre for Biomedical Sciences Education, School of Medicine, Dentistry and Biomedical Sciences, Queen's University Belfast, United Kingdom
| | - Mohammed K Khalil
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, South Carolina
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Ghosh SK. Cadaveric dissection as an educational tool for anatomical sciences in the 21st century. ANATOMICAL SCIENCES EDUCATION 2017; 10:286-299. [PMID: 27574911 DOI: 10.1002/ase.1649] [Citation(s) in RCA: 214] [Impact Index Per Article: 30.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2016] [Revised: 07/12/2016] [Accepted: 08/14/2016] [Indexed: 05/20/2023]
Abstract
Anatomical education has been undergoing reforms in line with the demands of medical profession. The aim of the present study is to assess the impact of a traditional method like cadaveric dissection in teaching/learning anatomy at present times when medical schools are inclining towards student-centered, integrated, clinical application models. The article undertakes a review of literature and analyzes the observations made therein reflecting on the relevance of cadaveric dissection in anatomical education of 21st century. Despite the advent of modern technology and evolved teaching methods, dissection continues to remain a cornerstone of anatomy curriculum. Medical professionals of all levels believe that dissection enables learning anatomy with relevant clinical correlates. Moreover dissection helps to build discipline independent skills which are essential requirements of modern health care setup. It has been supplemented by other teaching/learning methods due to limited availability of cadavers in some countries. However, in the developing world due to good access to cadavers, dissection based teaching is central to anatomy education till date. Its utility is also reflected in the perception of students who are of the opinion that dissection provides them with a foundation critical to development of clinical skills. Researchers have even suggested that time has come to reinstate dissection as the core method of teaching gross anatomy to ensure safe medical practice. Nevertheless, as dissection alone cannot provide uniform learning experience hence needs to be complemented with other innovative learning methods in the future education model of anatomy. Anat Sci Educ 10: 286-299. © 2016 American Association of Anatomists.
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Affiliation(s)
- Sanjib Kumar Ghosh
- Department of Anatomy, Employees' State Insurance, Post Graduate Institute of Medical Sciences and Research (ESI-PGIMSR), Employees' State Insurance Corporation Medical College, Joka, Kolkata, West Bengal, India
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Hildebrandt S. Thoughts on practical core elements of an ethical anatomical education. Clin Anat 2015; 29:37-45. [DOI: 10.1002/ca.22645] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Sabine Hildebrandt
- Division of General Pediatrics, Department of Medicine; Boston Children's Hospital, Harvard Medical School; 333 Longwood Avenue-LO 234 Boston Massachusetts
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