1
|
Manyama M, Carey MA, Sarada P, Bendriss R. Emotional preparedness for human body donor dissection in premedical education: A pilot program evaluation. ANATOMICAL SCIENCES EDUCATION 2024; 17:1189-1197. [PMID: 38965049 DOI: 10.1002/ase.2477] [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: 10/18/2023] [Revised: 05/12/2024] [Accepted: 06/05/2024] [Indexed: 07/06/2024]
Abstract
Dissection of bodies provided by donors continues to be utilized as a critical part of medical education. It also represents a rite of passage that socializes students to prepare them for the stress that comes with working in a clinical environment as a medical professional. Just as proper guidance in acquiring technical skills is critical in anatomy education, there is an important need for proper emotional guidance throughout the human dissection process. A pilot curriculum was developed by an interdisciplinary faculty team to emotionally prepare students for their first visit to the anatomy laboratory. Students were first-year foundation premedical students who had expressed an interest in visiting the laboratory. Pre- and post-visit surveys were conducted to explore students' emotional responses to a first visit to the anatomy laboratory and their utilization of coping strategies. The survey findings show an overwhelming favorable feeling in anticipation of the human gross anatomy laboratory visit. About 20% of the students experienced anxiety at the anticipation of the laboratory visit, but only 5.3% experienced anxiety during the visit. The decrease in the number of students experiencing anxiety may be attributed to the interventions introduced before and during the visit. Talking with a close friend was the main coping strategy utilized by 63% of students experiencing fear or anxiety during and after the laboratory visit. The findings from this program evaluation provide a better understanding of student emotional preparedness and utilization of coping strategies, which may help prepare and guide future students for the dissection experience.
Collapse
Affiliation(s)
- Mange Manyama
- Medical Education Division, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Matthew A Carey
- Premedical Education Division, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Padmakumari Sarada
- Premedical Education Division, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Rachid Bendriss
- Premedical Education Division, Weill Cornell Medicine-Qatar, Doha, Qatar
| |
Collapse
|
2
|
Claveria A, Bachour D, Balta JY, Antonacci R, Ventura NM, Noel GPJC. A comparison of student perspectives on body donation across healthcare professional programs: From prosection- to dissection-based curricula. ANATOMICAL SCIENCES EDUCATION 2024; 17:558-570. [PMID: 38299426 DOI: 10.1002/ase.2383] [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: 05/27/2023] [Revised: 11/17/2023] [Accepted: 01/11/2024] [Indexed: 02/02/2024]
Abstract
Donor-centered education offers students the opportunity to not only acquire visual and tactile experiences for applying anatomical knowledge but also a chance for students to reflect upon fundamental humanistic principles. The exploration of differences in students' viewpoints on body donation and the utilization of body donors in their education remains unexplored across various healthcare professional programs, which has an impact on student learning and experience. This study aimed to qualitatively examine the similarities and differences in student perspectives regarding body donation across three healthcare professional programs. One-page reflections from nursing (n = 37), physical and occupational therapy (n = 49), and medical students (n = 66) regarding their experiences in the anatomy laboratory at McGill University were collected and analyzed using a deductive approach based on themes and sub-themes outlined by Stephens et al. in 2019. Despite differences in their curricula, there were few discrepancies across the programs' reflections suggesting that donor-based learning had similar effects on each user group. Most students across the healthcare professional programs mentioned that their positive laboratory experiences motivated them to donate their bodies, extending the privilege they had to future generations. Nursing students did not reflect upon the notion that working with body donors provided unique learning experiences in the anatomy laboratory. Likewise, physical and occupational therapy (PT/OT) students did not address the importance of maintaining the privacy of body donors by covering certain body parts during lab. These findings show that prosection- and dissection-based exercises encourage reflective practices associated with these of medical ethics, highlighting an important advantage to including donor-based learning in anatomical education.
Collapse
Affiliation(s)
| | - Dona Bachour
- Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, Québec, Canada
| | - Joy Y Balta
- Anatomy Learning Institute, Point Loma Nazarene University, San Diego, California, USA
- Division of Anatomy, Department of Surgery, University of California, San Diego, La Jolla, California, USA
| | - Rosetta Antonacci
- Ingram School of Nursing, McGill University, Montreal, Québec, Canada
| | - Nicole M Ventura
- Ingram School of Nursing, McGill University, Montreal, Québec, Canada
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Québec, Canada
- Division of Anatomical Sciences, Department of Anatomy and Cell Biology, McGill University, Montreal, Québec, Canada
| | - Geoffroy P J C Noel
- Division of Anatomy, Department of Surgery, University of California, San Diego, La Jolla, California, USA
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Québec, Canada
- Division of Anatomical Sciences, Department of Anatomy and Cell Biology, McGill University, Montreal, Québec, Canada
| |
Collapse
|
3
|
Dissaux B, Duigou M, Herteleer M, Lefèvre C, Baqué P, Seizeur R. A national survey to assess the state of anatomy teaching in France across various disciplines and professions. Surg Radiol Anat 2024; 46:391-398. [PMID: 38436731 DOI: 10.1007/s00276-024-03310-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2023] [Accepted: 01/19/2024] [Indexed: 03/05/2024]
Abstract
PURPOSE To investigate the current practices in anatomy teaching at French universities in 2023. METHODS On January 10, 2023, a questionnaire was sent to all members of the official list of the French Medical College of Professors of Anatomy. Each Anatomy centre was asked to complete this online form only once. The questionnaire covered several key themes, including broad questions, dissections practices, "virtual" dissections, teaching methods and teaching staff. RESULTS The questionnaire was completed by 26/28 anatomy centres. Access to body donor dissection is reported to be mandatory in 15 of the 26 centers (58%), optional in 10 centers (38%), and "tolerated" in one center (4%). Fifteen of 26 centers (58%) reported having a virtual dissection table for teaching anatomy. Concerning the teaching of anatomy via live ultrasound, 10 out of 26 centers (38%) reported providing it. Regarding the teaching methods used for medical students, chalk and board lectures are the most common method, although the intensity of use varies. Most lectures are given with chalk and board in 42% (11/26) of the centers. In about 73% (19/26) of the centers, tablet lectures are used. Regarding anatomy teachers, it was reported that in 24/26 anatomy centres (92%), more than 50% of the courses for medical students are taught by professors holding the chair of anatomy (21/26 professors (81%), 3/26 associate professors (12%)). CONCLUSION The present study endeavors to contribute to the existing body of knowledge on anatomy education by offering insights into the current practices in French universities.
Collapse
Affiliation(s)
- Brieg Dissaux
- Anatomy Department, University of Western Brittany (UBO), Brest, France.
- Inserm, Univ Brest, CHRU Brest, UMR 1304, GETBO, Brest, France.
- Radiology Department, University Hospital, Brest, France.
| | - Marie Duigou
- Anatomy Department, University of Western Brittany (UBO), Brest, France
- Neurosurgery Department, University Hospital, Brest, France
| | - Matthias Herteleer
- Anatomy Laboratory, Lille University School of Medicine, University of Lille, Lille, France
- Department of Anesthesiology and Critical Care Medicine, University Hospital of Lille, Lille, France
| | - Christian Lefèvre
- Anatomy Department, University of Western Brittany (UBO), Brest, France
- LaTIM, INSERM 1101, Brest, France
| | - Patrick Baqué
- Department of Anatomy, School of Medicine, Université Nice Sophia Antipolis/Université Côte d'Azur, 28 Avenue de Valombrose, 06100, Nice, France
- Acute Care Surgery, University Hospital of Nice, CHU de Nice, Hôpital Pasteur 2, 30 Voie Romaine, 06100, Nice, France
| | - Romuald Seizeur
- Anatomy Department, University of Western Brittany (UBO), Brest, France
- Neurosurgery Department, University Hospital, Brest, France
- LaTIM, INSERM 1101, Brest, France
| |
Collapse
|
4
|
Okafor IA, Nnaka JA, Chia T. Cadaver Dissection Experience for First-Time Dissectors: a Hypothetical Three-Pronged Approach for Student Preparation. MEDICAL SCIENCE EDUCATOR 2024; 34:257-269. [PMID: 38510414 PMCID: PMC10948661 DOI: 10.1007/s40670-023-01950-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/15/2023] [Indexed: 03/22/2024]
Abstract
This systematic review synthesized evidence for the development of a preparatory process for first-time dissectors, geared toward improving cadaver dissection (CD) experiences. Eleven studies focused on pre-CD intervention were selected from a literature search in PubMed, the Education Resources Information Centre (ERIC), Google Scholar, PsycNET, and the Cochrane Library. A three-pronged preparatory process was formulated for first-time dissectors based on the evidence from the review. The process includes (1) background assessment; (2) pre-CD education; and (3) gradual exposure and desensitization. The preparatory process shows some hypothetical potential for decreasing negative CD-related experiences, but it still needs validation before implementation.
Collapse
Affiliation(s)
- Izuchukwu Azuka Okafor
- Department of Anatomy, Faculty of Basic Medical Sciences, College of Health Sciences, Nnamdi Azikiwe University, PMB 5001, Nnewi Campus Nnewi, Nigeria
| | - Jude Amechi Nnaka
- Department of Anatomy, Faculty of Basic Medical Sciences, College of Health Sciences, Nnamdi Azikiwe University, PMB 5001, Nnewi Campus Nnewi, Nigeria
| | - Terkuma Chia
- Institute of Health Sciences Education, McGill University, Montréal, QC Canada
| |
Collapse
|
5
|
Li H, Upreti T, Do V, Dance E, Lewis M, Jacobson R, Goldberg A. Measuring wellbeing: A scoping review of metrics and studies measuring medical student wellbeing across multiple timepoints. MEDICAL TEACHER 2024; 46:82-101. [PMID: 37405740 DOI: 10.1080/0142159x.2023.2231625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/06/2023]
Abstract
PURPOSE Studies have demonstrated poor mental health in medical students. However, there is wide variation in study design and metric use, impairing comparability. The authors aimed to examine the metrics and methods used to measure medical student wellbeing across multiple timepoints and identify where guidance is necessary. METHODS Five databases were searched between May and June 2021 for studies using survey-based metrics among medical students at multiple timepoints. Screening and data extraction were done independently by two reviewers. Data regarding the manuscript, methodology, and metrics were analyzed. RESULTS 221 studies were included, with 109 observational and 112 interventional studies. There were limited studies (15.4%) focused on clinical students. Stress management interventions were the most common (40.2%). Few (3.57%) interventional studies followed participants longer than 12 months, and 38.4% had no control group. There were 140 unique metrics measuring 13 constructs. 52.1% of metrics were used only once. CONCLUSIONS Unique guidance is needed to address gaps in study design as well as unique challenges surrounding medical student wellbeing surveys. Metric use is highly variable and future research is necessary to identify metrics specifically validated in medical student samples that reflect the diversity of today's students.
Collapse
Affiliation(s)
- Henry Li
- Department of Emergency Medicine, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Canada
| | - Tushar Upreti
- Max Rady College of Medicine, Faculty of Health Sciences, University of Manitoba Rady, Winnipeg, Canada
| | - Victor Do
- Department of Pediatrics, Faculty of Medicine, University of Toronto Temerty, Toronto, Canada
| | - Erica Dance
- Department of Emergency Medicine, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Canada
| | - Melanie Lewis
- Department of Pediatrics, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada
| | - Ryan Jacobson
- Office of Advocacy and Wellbeing, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada
| | - Aviva Goldberg
- Department of Pediatrics and Child Health, Faculty of Health Sciences, University of Manitoba Rady, Winnipeg, Canada
| |
Collapse
|
6
|
Ahn BT, Maurice-Ventouris M, Bilgic E, Yang A, Lau CHH, Peters H, Li K, Chang-Ou D, Harley JM. A scoping review of emotions and related constructs in simulation-based education research articles. Adv Simul (Lond) 2023; 8:22. [PMID: 37717029 PMCID: PMC10505334 DOI: 10.1186/s41077-023-00258-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 07/17/2023] [Indexed: 09/18/2023] Open
Abstract
BACKGROUND While acknowledgement of emotions' importance in simulation-based education is emerging, there are concerns regarding how education researchers understand the concept of emotions for them to deliberately incorporate emotionally charged scenarios into simulation-based education. This concern is highlighted especially in the context of medical education often lacking strong theoretical integration. To map out how current simulation-based education literature conceptualises emotion, we conducted a scoping review on how emotions and closely related constructs (e.g. stress, and emotional intelligence) are conceptualised in simulation-based education articles that feature medical students, residents, and fellows. METHODS The scoping review was based on articles published in the last decade identified through database searches (EMBASE and Medline) and hand-searched articles. Data extraction included the constructs featured in the articles, their definitions, instruments used, and the types of emotions captured. Only empirical articles were included (e.g. no review or opinion articles). Data were charted via descriptive analyses. RESULTS A total of 141 articles were reviewed. Stress was featured in 88 of the articles, while emotions and emotional intelligence were highlighted in 45 and 34 articles respectively. Conceptualisations of emotions lacked integration of theory. Measurements of emotions mostly relied on self-reports while stress was often measured via physiological and self-report measurements. Negative emotions such as anxiety were sometimes seen as interchangeable with the term stress. No inferences were made about specific emotions of participants from their emotional intelligence. CONCLUSIONS Our scoping review illustrates that learners in simulation-based education are most often anxious and fearful. However, this is partially due to medical education prioritising measuring negative emotions. Further theoretical integration when examining emotions and stress may help broaden the scope towards other kinds of emotions and better conceptualisations of their impact. We call for simulation education researchers to reflect on how they understand emotions, and whether their understanding may neglect any specific aspect of affective experiences their simulation participants may have.
Collapse
Affiliation(s)
| | | | - Elif Bilgic
- Department of Surgery, McGill University, Montreal, Canada
- Department of Pediatrics, McMaster University, Hamilton, Canada
- McMaster Education Research Innovation and Theory (MERIT) program, Hamilton, Canada
| | - Alison Yang
- Department of Surgery, McGill University, Montreal, Canada
| | | | - Hannah Peters
- Department of Surgery, McGill University, Montreal, Canada
| | - Kexin Li
- Department of Surgery, McGill University, Montreal, Canada
| | | | - Jason M Harley
- Department of Surgery, McGill University, Montreal, Canada.
- Research Institute of the McGill University Health Centre, Montreal, Canada.
- Institute for Health Sciences Education, McGill University, Montreal, Canada.
- Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal, Canada.
| |
Collapse
|
7
|
Dissaux B, Ognard J, Léger B, Duigou M, Lefèvre C, Nonent M, Berthou C, Seizeur R. Assessment of using ultrasonography to teach abdominal and cervical anatomy in French medical curricula. Surg Radiol Anat 2023; 45:1185-1189. [PMID: 37552267 DOI: 10.1007/s00276-023-03219-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 07/24/2023] [Indexed: 08/09/2023]
Abstract
PURPOSE The objective of this work was to assess, in a quantitative and qualitative way, the teaching of cervical and abdominal anatomy via ultrasound for medical students. METHODS For several years, tutorials on the study of anatomy through use of ultrasound on the living organism have been given at the Medical School of Brest. These sessions have focused on cervical anatomy and abdominal anatomy. Students were invited to quantitatively assess these lessons by taking two tests containing questions on both cervical and abdominal anatomy and ultrasound technique: a pre-test administered at the beginning of the year and a post-test at the end of the year. In addition, a qualitative assessment was carried out at the end of the year. Ten statements were presented, and students were asked to indicate their agreement or disagreement to a four-point Likert scale. RESULTS One hundred and twelve students answered all the questions on the pre-test with an average of 13.4 correct answers out of 20. Forty-eight students answered all the questions on the post-test with an average of 14.6/20. Twenty-six students who benefited from the courses gave positive feedback about the workshops on the qualitative assessment at the end of the year (median scores > = 3/4). CONCLUSION The results of this work suggest that the use of ultrasound makes a positive contribution to the teaching of anatomy. The students interviewed think this type of tutorial should be an integral part of the anatomy curriculum at our university. In addition, this type of instruction can serve to introduce the use of ultrasound itself in a practical learning setting.
Collapse
Affiliation(s)
- Brieg Dissaux
- Anatomy Department, University of Western Brittany (UBO), Brest, France.
- Inserm, UMR 1304, GETBO, Univ Brest, CHRU Brest, Brest, France.
- Radiology Department, University Hospital, Brest, France.
| | - Julien Ognard
- Radiology Department, University Hospital, Brest, France
- LaTIM, INSERM 1101, Brest, France
| | - Bran Léger
- Anatomy Department, University of Western Brittany (UBO), Brest, France
| | - Marie Duigou
- Anatomy Department, University of Western Brittany (UBO), Brest, France
| | - Christian Lefèvre
- Anatomy Department, University of Western Brittany (UBO), Brest, France
- LaTIM, INSERM 1101, Brest, France
| | - Michel Nonent
- Inserm, UMR 1304, GETBO, Univ Brest, CHRU Brest, Brest, France
- Radiology Department, University Hospital, Brest, France
| | - Christian Berthou
- U1227, University of Brest, INSERM, IBSAM, 29200, Brest, France
- Hematology Department, University Hospital, Brest, France
| | - Romuald Seizeur
- Anatomy Department, University of Western Brittany (UBO), Brest, France
- LaTIM, INSERM 1101, Brest, France
- Neurosurgery Department, University Hospital, Brest, France
| |
Collapse
|
8
|
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.
Collapse
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
| |
Collapse
|
9
|
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.
Collapse
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
| |
Collapse
|
10
|
Chaudhuri JD. An initial preparation for human cadaveric dissection ameliorates the associated mental distress in students. ANATOMICAL SCIENCES EDUCATION 2022; 15:910-927. [PMID: 34143562 DOI: 10.1002/ase.2112] [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: 02/12/2020] [Revised: 05/31/2021] [Accepted: 06/06/2021] [Indexed: 06/12/2023]
Abstract
It is universally recognized that cadaveric dissection is an essential part of anatomy training. However, it has been reported to induce mental distress in some students and impair their intrinsic motivation (IM) to study. One of the postulated reasons for this behavior is the lack of adequate information and preparation of students for cadaveric dissection. Therefore, it is hypothesized that providing relevant information prior to cadaveric dissection will ameliorate the mental distress, enhance the IM of students, and improve their academic performance. A cohort of occupational therapy students enrolled in an anatomy course were psychologically prepared for cadaveric dissection. Students were provided with a curated list of YouTube videos and peer-reviewed journal articles related to cadaveric dissection prior to the commencement of the anatomy course. All students were also required to attend an oral presentation immediately before commencing dissection. The control group included students who had not been provided with any resources in preparation for cadaveric dissection. Compared to the control group, students who had been prepared demonstrated better quality of cadaveric dissection, improved academic performance, reported less mental distress and greater IM. Moreover, students reported the oral presentation to be most relevant and journal articles to be least useful in their preparation. Therefore, this is an effective approach in the amelioration of mental distress and improvement of performance in anatomy students. Consequently, this study represents a paradigm shift in the pedagogy of anatomy, and could represent a vital element in the evolution of a revitalized anatomy curriculum.
Collapse
Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine, USA
| |
Collapse
|
11
|
To Touch or Not to Touch: Evaluating Student Laboratory Outcomes of Hands-On versus Visual Examination of Prosected Cadavers. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12080519] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
We utilized the physical manipulation of cadaveric donors by students to evaluate learning outcomes in two undergraduate anatomy courses. Students (n = 176) were assigned as those whom ‘manipulated’ (n = 100) or ‘did not manipulate’ (n = 76) donors, and data were compared to performance on laboratory assessments. A Fisher’s exact test was conducted within individual and combined course populations to assess if the relationship between physical touch and receiving a passing grade is more than expected by chance. BIO 201 ‘manipulating’ students received a ‘C’ or better (n = 58) vs. 6 D, F, or Withdraw grades (DFW) on lab practicals as compared to those who did not manipulate (n = 33 DFW vs. 18 C or better) (p < 0.0001). BIO 221 ‘manipulating’ students (n = 34) received a ‘C’ or better vs. DFW grades (n = 2), while ‘non-manipulating’ students were able to earn outcomes of ‘C’ or better (n = 13 vs. 12 DFW). However, students involved in donor manipulation were more likely to receive a ‘C or better’ (p = 0.0002). Analysis of the data as a single cohort indicates non-manipulating students are 7.24 times more likely to earn a ‘DFW’ on lab practicals, demonstrating that students are better prepared for laboratory assessments when encouraged to manipulate anatomical structures.
Collapse
|
12
|
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.
Collapse
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
| |
Collapse
|
13
|
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.
Collapse
Affiliation(s)
- Ann C Zumwalt
- Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, Massachusetts
| |
Collapse
|
14
|
Zubair A, Waheed S, Shuja F. Psychological impact of cadaveric dissection on first-year medical students. J R Coll Physicians Edinb 2021. [PMID: 34131680 DOI: 10.4997/jrcpe.2021.219] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND This cross-sectional study was carried out to ascertain if first-time cadaver dissections can cause acute stress disorder (ASD) in medical students, and if death anxiety and gender play a role in the development of these symptoms. METHODS A total of 135 first-year medical students at the Services Institute of Medical Sciences and King Edward Medical University, Lahore, Pakistan, who had recently conducted their first ever cadaver dissection filled out three scales: the Impact of Event Scale-Revised (IES-R), the Appraisal of Life Scale (Revised) (ALS-R) and Death Anxiety Inventory. The results were then calculated via SPSS v.23. Any students with a history of psychiatric treatment or disorder were not included in the study. RESULTS Scores on the IES-R showed that the sample suffered from symptoms of ASD (mean = 36.15, standard deviation = 15.99). Multilinear regression showed that death anxiety did not predict any variance on the scores for IES-R, whereas higher scores on the ALS-R threat domain scale predicted higher scores on the IES-R. Death anxiety had little to no impact on the scores for IES-R. CONCLUSIONS Results showed that students who perceived the dissection situation as threatening and anxiety inducing were more likely to test positively for ASD symptoms. A major limitation of the study was that it did not measure whether these symptoms reduced with repeated exposure to cadaver dissection or how symptoms changed over time.
Collapse
Affiliation(s)
- Ambreen Zubair
- South Medical Ward, King Edward Medical University, Lahore, Pakistan
| | - Satia Waheed
- Medical Unit IV Service, Institute of Medical Sciences, Lahore, Pakistan,
| | | |
Collapse
|
15
|
What emotions do physical therapy students feel during their first visit to the dissection room? Ann Anat 2021; 239:151777. [PMID: 34082082 DOI: 10.1016/j.aanat.2021.151777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2020] [Revised: 04/07/2021] [Accepted: 05/20/2021] [Indexed: 10/21/2022]
Abstract
Dissections are a fundamental practical methodology for teaching human anatomy. However, this experience can be stressful, generating anxiety situations among students. This study tries to understand the attitudes, reactions, fears and anxiety state among students earning a physiotherapy degree when facing their first prosection. A cross-sectional before-and-after study was carried out with students who were provided with an anonymous "ad hoc" questionnaire and the State-Trait Anxiety Inventory (STAI).The values obtained from the total STAI questionnaire remained stable and unchanged during the prosection (p > 0.05). The levels of trait anxiety (TA) and state anxiety (SA) remained stable except in female students, who showed higher TA and SA scores, with a significance of p < 0.05 before and after the prosection. Although 100% of the students were satisfied with the dissection practices, the experience can provoke stressful responses and should be addressed using coping mechanisms, especially among female students.
Collapse
|
16
|
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.
Collapse
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
| |
Collapse
|
17
|
The influence of humanised anatomical pedagogy on psychophysiological responses and academic achievement in nursing students. J Prof Nurs 2020; 36:245-250. [PMID: 32819551 DOI: 10.1016/j.profnurs.2019.11.005] [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: 04/24/2019] [Revised: 11/09/2019] [Accepted: 11/18/2019] [Indexed: 11/22/2022]
Abstract
Anatomy, a fundamental subject in nursing education, provides students with knowledge of human structure and function. The study was to explore the influence of humanised anatomy educational method on nursing students' psychophysiological responses and academic achievement to human anatomy using cadavers, and to examine the correlations between the students' characteristics (such as gender), psychophysiological responses, and academic achievement in anatomy. A correlational study design was adopted. A total of 80 participants with a 4-year BSN degree were recruited from a nursing school located in eastern Taiwan. Human anatomy teaching using cadavers was delivered. Standardised and researcher-modified questionnaires were used to collect data. Either parametric or nonparametric methods were used for data analysis depending on data distribution. A small proportion of students experienced physical symptoms and stress. Gender difference was observed in death anxiety caused by working with cadavers. All psychophysiological responses of students did not influence their achievement. Further, the students demonstrated that using cadavers had a certain level of engagement with the course, which was positively correlated with academic grades. This study suggests that human anatomy using cadavers is a feasible educational method to broaden students learning experience in class.
Collapse
|
18
|
Bellier A, Secheresse T, Stoeckle A, Dols AM, Chaffanjon PC. Impact of Background Music on Medical Student Anxiety and Performance During Anatomical Dissections: A Cluster Randomized Interventional Trial. ANATOMICAL SCIENCES EDUCATION 2020; 13:427-435. [PMID: 31509645 DOI: 10.1002/ase.1918] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Revised: 08/06/2019] [Accepted: 09/04/2019] [Indexed: 06/10/2023]
Abstract
Anatomical dissection on cadavers can be a source of anxiety for medical students. Studies in other stressful settings have shown a reduction in anxiety when there is background music. The objective of this study was to determine if music can have an impact on student anxiety, student satisfaction, and student performance in dissection room. This cluster randomized interventional trial included 187 second-year medical students. The intervention was standardized background music, selected based on the literature, with a tempo of between 60 and 80 bpm. Six balanced clusters were randomized (1:1) to music or no music during dissection sessions. The main assessment criterion was a validated self-evaluation scale score for anxiety, the State Trait Anxiety Inventory. Student satisfaction was measured using a visual analog scale and dissection performance was evaluated by an examination. The outcomes were analyzed with mixed models adjusted on group effect, chronic anxiety, and confounding factors. A significant (58%) relative decrease in acute anxiety, odds ratio 0.423 [0.160; 0.710] was found for the music intervention group. Music also had a positive impact on performance with students in the intervention group attaining higher grades than those in the control group (0.42/10 higher, P = 0.0016). The study also showed a nonsignificant increase in satisfaction with 0.37 extra points (P = 0.137) in the intervention group. Background music had a significant impact on anxiety in the dissection room and on technical and theoretical performance in the subsequent anatomy examination. This music intervention could be extended to other stressful work environments.
Collapse
Affiliation(s)
- Alexandre Bellier
- French Alpes Laboratory of Anatomy, Department of Anatomy, Grenoble Alpes University, Grenoble, France
- Department of Medical Evaluation, Grenoble Alpes University Hospital, Grenoble, France
| | | | - Anne Stoeckle
- Faculty of Medicine, Grenoble Alpes University, Grenoble, France
| | - Anne-Marie Dols
- Department of Medical Evaluation, Grenoble Alpes University Hospital, Grenoble, France
| | - Philippe C Chaffanjon
- French Alpes Laboratory of Anatomy, Department of Anatomy, Grenoble Alpes University, Grenoble, France
| |
Collapse
|
19
|
Romo-Barrientos C, Criado-Álvarez JJ, González-González J, Ubeda-Bañon I, Flores-Cuadrado A, Saiz-Sánchez D, Viñuela A, Martin-Conty JL, Simón T, Martinez-Marcos A, Mohedano-Moriano A. Anxiety levels among health sciences students during their first visit to the dissection room. BMC MEDICAL EDUCATION 2020; 20:109. [PMID: 32272926 PMCID: PMC7146885 DOI: 10.1186/s12909-020-02027-2] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2019] [Accepted: 03/30/2020] [Indexed: 05/25/2023]
Abstract
BACKGROUND The teaching of human anatomy is often based on practices of cadaver dissection and prosected specimens. However, exposure to human cadavers might be stressful and anxiety-inducing for students. The aim of this study is to explore the degree of satisfaction and anxiety among first-year students in the Medicine, Occupational Therapy, Speech Therapy and Nursing programmes at the Universidad de Castilla-La Mancha (Spain) who are experiencing their first dissection/prosection practice to develop stress coping strategies. METHODS A total of 204 health sciences students participated in this study. The State-Trait Anxiety Inventory was used to evaluate anxiety. RESULTS 'State Anxiety' (SA) decreased significantly throughout the course (p < 0.05), from 20.7 ± 19.29 to 13.7 ± 11.65 points. Statistical differences (p < 0.05) in SA were found between the different health sciences, and pre-practice SA was significantly different from post-practice SA. The students with the highest pre-practice SA levels were nursing students (31.8 ± 33.7 points), but medical students had the highest post-practice SA levels (18.4 ± 12.82 points). CONCLUSIONS Although students were satisfied with dissection practices (96.8% of them recommended that the practices be retained for future courses), the experience can provoke stressful responses that must be addressed using advanced preparation and coping mechanisms, especially among medical and nursing students.
Collapse
Affiliation(s)
- Carmen Romo-Barrientos
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
| | - Juan José Criado-Álvarez
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Avenida Real Fábrica de las Sedas, s/n 45600 Talavera de la Reina, Toledo, Spain
| | - Jaime González-González
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Avenida Real Fábrica de las Sedas, s/n 45600 Talavera de la Reina, Toledo, Spain
| | - Isabel Ubeda-Bañon
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Flores-Cuadrado
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Daniel Saiz-Sánchez
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Antonio Viñuela
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Jose Luis Martin-Conty
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Teresa Simón
- Department of Psychology, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Alino Martinez-Marcos
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Mohedano-Moriano
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Avenida Real Fábrica de las Sedas, s/n 45600 Talavera de la Reina, Toledo, Spain
| |
Collapse
|
20
|
Romo-Barrientos C, Criado-Álvarez JJ, Martínez-Lorca A, Viñuela A, Martin-Conty JL, Saiz-Sanchez D, Flores-Cuadrado A, Ubeda-Bañon I, Rodriguez-Martín B, Martinez-Marcos A, Mohedano-Moriano A. Anxiety among nursing students during their first human prosection. NURSE EDUCATION TODAY 2020; 85:104269. [PMID: 31760350 DOI: 10.1016/j.nedt.2019.104269] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2019] [Revised: 08/16/2019] [Accepted: 11/09/2019] [Indexed: 06/10/2023]
Abstract
Dissection and prosection practices using human cadavers are a key component of macroscopic anatomy education in different Health Sciences university degrees. However, first-hand interaction with cadavers can be distressing for students, generating anxiety on a number of levels. This study aims to shed light on the reactions, fears and different states of anxiety experienced by nursing students in to a single anatomy room experience over a five-hour period, and examined reactions pre and post same. A descriptive study of these students was designed in order to understand their feelings and emotions, based on the distribution of anonymous "ad hoc" questionnaires before and after the practices. Also, State-Trait Anxiety Inventory (STAI) questionnaires were administered in order to assess their anxiety levels: Trait Anxiety (TA), which measures basal anxiety levels, and State Anxiety (SA), which measures individual emotional responses during a specific event (in this case, the prosection practice). The results of this study indicate that basal anxiety levels, measured as TA, remained stable and unchanged during the practice (p > 0.05). SA or emotional anxiety levels, on the other hand, dropped from 21.3 to 17.8 points (p < 0.05). Before the start of the practical exercise, 17.6% of the students admitted experiencing some kind of anxiety. Afterwards, however, 90.2% of the students said they would recommend these practices. They considered that prosection practices very useful for their education and recommended that they be retained for future courses. However, our study also showed the relevance of using coping mechanisms before the first contact with the dissecting room, especially for those students who did not feel emotionally prepared for it beforehand.
Collapse
Affiliation(s)
- Carmen Romo-Barrientos
- Integrated Care Management, Castilla-La Mancha Regional Health Services (Servicio de Salud de Castilla-La Mancha, SESCAM), Talavera de la Reina, Spain
| | - Juan José Criado-Álvarez
- Integrated Care Management, Castilla-La Mancha Regional Health Services (Servicio de Salud de Castilla-La Mancha, SESCAM), Talavera de la Reina, Spain; School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Spain.
| | - Alberto Martínez-Lorca
- School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Spain
| | - Antonio Viñuela
- School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Spain
| | - Jose Luis Martin-Conty
- School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Spain
| | - Daniel Saiz-Sanchez
- Department of Medical Sciences, Ciudad Real Medical School, Regional Center for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Flores-Cuadrado
- Department of Medical Sciences, Ciudad Real Medical School, Regional Center for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Isabel Ubeda-Bañon
- Department of Medical Sciences, Ciudad Real Medical School, Regional Center for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | | | - Alino Martinez-Marcos
- Department of Medical Sciences, Ciudad Real Medical School, Regional Center for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | | |
Collapse
|
21
|
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.
Collapse
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
| |
Collapse
|
22
|
Moxham BJ, Plaisant O, Lignier B, Morgan S. Attitudes and Responses of Medical Students and Professional Anatomists to Dissecting Different Regions of the Body. Clin Anat 2018; 32:253-267. [PMID: 30295961 DOI: 10.1002/ca.23294] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2018] [Accepted: 09/30/2018] [Indexed: 11/07/2022]
Abstract
Although there have been many studies assessing emotional responses of medical students to the dissecting room experience, little is known about whether dissecting particular regions of the human body cause more concern than others. Furthermore, no studies have been conducted on the concerns of professional anatomists. In this study, we assessed the hypothesis that medical students are more concerned about the dissection of the face, the perineum and the extremities of the limbs. We also hypothesized that there are gender differences. For the reactions of a group of professional anatomists from the United States and Europe we hypothesized that they were less concerned than the medical students and showed no differences across the regions of the body. The hypotheses were tested by means of questionnaires distributed to medical students at Cardiff University and at the Descartes Paris University who had recently completed their anatomy courses and to anatomists working at universities in Europe and the USA. Ethical approval for the study was obtained from the ethical committees at the Cardiff School of Biosciences and at Paris and all data was obtained by consent of the respondents and remained confidential. The findings were complex, although the level of concern was low overall. Some regional differences were discerned, particularly concerning the face, the perineum, the hand and the female chest. Anatomists were less concerned than the students and female students and female anatomists showed more concern than their male counterparts. Few differences were discerned however between student respondents who had positive and neutral attitudes to gender "politics" and those who espoused negative views. We recommend that, at the start of an anatomy dissection course, time is spent dealing with sensitive issues (including equality and diversity issues), emotional responses, and matters pertaining to mortality. However, we argue that this should not involve hiding regions of the body, nor overreacting to the natural anxiety of students, since doing either of these things could enhance negative reactions and stifle the progress of the student from being a layperson to a competent healthcare professional. Clin. Anat. 32:253-267, 2019. © 2018 Wiley Periodicals, Inc.
Collapse
Affiliation(s)
- Bernard John Moxham
- Cardiff School of Biosciences, Cardiff University, Museum Avenue, Cardiff, United Kingdom.,St. George's University, St. George's, Grenada
| | - Odile Plaisant
- University of Paris Descartes, Sorbonne Paris Cité, URDIA, Paris, France
| | - Baptiste Lignier
- Laboratoire de Psychopathologie et Psychologie Médicale (LPPM-EA 4452), Université Bourgogne-Franche Comté, Pole AAFE, Dijon, France
| | - Susan Morgan
- Cardiff School of English, Communication and Philosophy, Cardiff University, Cardiff, United Kingdom
| |
Collapse
|
23
|
Chang HJ, Kim HJ, Rhyu IJ, Lee YM, Uhm CS. Emotional experiences of medical students during cadaver dissection and the role of memorial ceremonies: a qualitative study. BMC MEDICAL EDUCATION 2018; 18:255. [PMID: 30419880 PMCID: PMC6233563 DOI: 10.1186/s12909-018-1358-0] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2018] [Accepted: 10/22/2018] [Indexed: 05/09/2023]
Abstract
BACKGROUND It has been well reported that the emotional experiences of medical students in the gross anatomy laboratory could have significant impacts on their professional identity formation. This qualitative study aimed to investigate students' emotions towards cadaver dissection and the educational role of memorial ceremonies. METHODS A total of 37 students from eight teams were recruited in the team-based dissection course during two consecutive academic years (2016 and 2017) at one medical school. In focus group interviews, students were encouraged to express and discuss their emotions regarding cadaver dissection and memorial ceremonies. RESULTS The participants described their apprehension and anxiety during their first encounter with cadavers that diminished through gradual exposure. Unfortunately, their positive emotions such as gratitude and responsibility also tended to decline under the pressure of excessive workloads and frequent examinations. Memorial ceremonies, including not only large-scale events but also daily rituals, had educational effects that they prevented the decline of students' responsibility and respect during the dissection course. CONCLUSION Educators should assist medical students in overcoming their initial distress and maintaining respectful attitudes throughout the dissection course. Memorial ceremonies can be effective educational tools for fostering appropriate attitudes and ethical practice in the gross anatomy laboratory.
Collapse
Affiliation(s)
- Hyung-Joo Chang
- Department of Medical Education, Korea University College of Medicine, 73 Inchon-ro, Seongbuk-gu, Seoul, 02841 South Korea
| | - Hyun Jung Kim
- Graduate School of Medical Science and Engineering, Korea Advanced Institute of Science and Technology, 291 Daehak-ro, Yuseong-gu, Daejeon, 34141 South Korea
| | - Im Joo Rhyu
- Department of Anatomy, Korea University College of Medicine, 73 Inchon-ro, Seongbuk-gu, Seoul, 02841 South Korea
| | - Young-Mee Lee
- Department of Medical Education, Korea University College of Medicine, 73 Inchon-ro, Seongbuk-gu, Seoul, 02841 South Korea
| | - Chang-Sub Uhm
- Department of Anatomy, Korea University College of Medicine, 73 Inchon-ro, Seongbuk-gu, Seoul, 02841 South Korea
| |
Collapse
|
24
|
Romo-Barrientos C, Criado-Álvarez JJ, Gil-Ruiz MT, González-González J, Rodríguez-Hernández M, Corregidor-Sánchez AI, Ubeda-Bañon I, Flores-Cuadrado A, Mohedano-Moriano A, Polonio-López B. Anatomical prosection practices in the Occupational Therapy degree. Student anxiety levels and academic effectiveness. Ann Anat 2018; 221:135-140. [PMID: 30315912 DOI: 10.1016/j.aanat.2018.10.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2018] [Revised: 08/27/2018] [Accepted: 10/04/2018] [Indexed: 11/29/2022]
Abstract
CONTEXT The practice of anatomical dissection and/or prosection on human cadavers is an essential component of human anatomy training programmes. However, this activity can be stressful for inexperienced students when exposed to cadavers for the first time, and it may generate high anxiety levels. The aims of this study are threefold: 1) to analyse the thoughts and feelings of first-year students of the Occupational Therapy degree about prosection practices; 2) to examine their anxiety levels in relation to these practices; and 3) to evaluate how useful and effective they are as an educational tool for anatomy training. METHODS This is a before-and-after cross-sectional study of first-year students of the Occupational Therapy degree at the Universidad de Castilla-La Mancha, Spain. These students had not previously participated in prosection practices. An anonymous questionnaire was distributed among the students before and after the practice, in order to examine their feelings and perceptions during the practice. To examine their anxiety levels, we used a State-Trait Anxiety Inventory (STAI) questionnaire. To assess their learning outcomes the students had to complete two practical tests of recognition of anatomical structures, one before attending the practice and one immediately afterwards. RESULTS Basal anxiety levels, measured as trait anxiety (TA), remained stable and did not show significant differences during the practice (p>0.05). Their emotional anxiety, measured as state anxiety (SA), dropped from 14.7 to 10 points (p<0.05) after the practice. Before the start of the practice 11 students (19%) showed signs of anxiety, and these remained so at the end of the practical session (p>0.05). As for their academic performance, we observed that the number of students able to pass the test after attending the prosection practice increased notably (by more than 60%). Additionally, 100% of the students recommended that the practice be retained for future courses, giving it an approval rate of 9.1 out of 10. CONCLUSION Although anatomy is usually an attractive subject for Occupational Therapy students and they value prosection practices positively, they remain a potentially complex and stressful experience. Some students find that their experiences in the dissecting room can upset their emotional balance, however, the implementation of coping mechanisms could be a very effective strategy to reduce their anxiety and also to improve their learning outcomes, helping to strengthen their practical knowledge of anatomy as we have observed in this study. The students not only value positively these practices, they also believe that they are an extremely useful tool for both teaching and learning anatomy, and they recommend their routine use as part of the training process.
Collapse
Affiliation(s)
- Carmen Romo-Barrientos
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services (Servicio de Salud de Castilla-La Mancha, SESCAM), Talavera de la Reina, Toledo, Spain
| | - Juan José Criado-Álvarez
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services (Servicio de Salud de Castilla-La Mancha, SESCAM), Talavera de la Reina, Toledo, Spain; School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha (UCLM), Talavera de la Reina, Toledo, Spain
| | - Maria Teresa Gil-Ruiz
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services (Servicio de Salud de Castilla-La Mancha, SESCAM), Talavera de la Reina, Toledo, Spain; School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha (UCLM), Talavera de la Reina, Toledo, Spain
| | - Jaime González-González
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services (Servicio de Salud de Castilla-La Mancha, SESCAM), Talavera de la Reina, Toledo, Spain; School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha (UCLM), Talavera de la Reina, Toledo, Spain
| | - Marta Rodríguez-Hernández
- School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha (UCLM), Talavera de la Reina, Toledo, Spain
| | - Ana Isabel Corregidor-Sánchez
- School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha (UCLM), Talavera de la Reina, Toledo, Spain
| | - Isabel Ubeda-Bañon
- Department of Health Sciences, Ciudad Real Medical School, Regional Center for Biomedical Research (CRIB), University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Flores-Cuadrado
- Department of Health Sciences, Ciudad Real Medical School, Regional Center for Biomedical Research (CRIB), University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Mohedano-Moriano
- School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha (UCLM), Talavera de la Reina, Toledo, Spain.
| | - Begoña Polonio-López
- School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha (UCLM), Talavera de la Reina, Toledo, Spain
| |
Collapse
|
25
|
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.
Collapse
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
| |
Collapse
|
26
|
Criado-Álvarez JJ, González González J, Romo Barrientos C, Ubeda-Bañon I, Saiz-Sanchez D, Flores-Cuadrado A, Albertos-Marco JC, Martinez-Marcos A, Mohedano-Moriano A. Learning from human cadaveric prosections: Examining anxiety in speech therapy students. ANATOMICAL SCIENCES EDUCATION 2017; 10:487-494. [PMID: 28472535 DOI: 10.1002/ase.1699] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2016] [Revised: 03/04/2017] [Accepted: 04/08/2017] [Indexed: 06/07/2023]
Abstract
Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety-inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before-and-after cross-sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State-Trait Anxiety Inventory questionnaires (STAI-S and STAI-T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI-T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI-S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487-494. © 2017 American Association of Anatomists.
Collapse
Affiliation(s)
- Juan Jose Criado-Álvarez
- Department of Medical Sciences, School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
- La Pueblanueva Health Centre, Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
| | - Jaime González González
- Department of Medical Sciences, School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
- Santa Olalla Health Centre, Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
| | - Carmen Romo Barrientos
- Mental Health Services, Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
| | - Isabel Ubeda-Bañon
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Daniel Saiz-Sanchez
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Flores-Cuadrado
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Juan Carlos Albertos-Marco
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alino Martinez-Marcos
- Department of Medical Sciences, School of Medicine, 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, Toledo, Spain
| |
Collapse
|
27
|
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.
Collapse
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
| |
Collapse
|
28
|
Pais D, Casal D, Mascarenhas-Lemos L, Barata P, Moxham BJ, Goyri-O'Neill J. Outcomes and satisfaction of two optional cadaveric dissection courses: A 3-year prospective study. ANATOMICAL SCIENCES EDUCATION 2017; 10:127-136. [PMID: 27483443 DOI: 10.1002/ase.1638] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2015] [Revised: 07/04/2016] [Accepted: 07/15/2016] [Indexed: 06/06/2023]
Abstract
Teaching time dedicated to anatomy education has been reduced at many medical schools around the world, including Nova Medical School in Lisbon, Portugal. In order to minimize the effects of this reduction, the authors introduced two optional, semester-long cadaveric dissection courses for the first two years of the medical school curriculum. These courses were named Regional Anatomy I (RAI) and Regional Anatomy II (RAII). In RAI, students focus on dissecting the thorax, abdomen, pelvis, and perineum. In RAII, the focus shifts to the head, neck, back, and upper and lower limbs. This study prospectively analyzes students' academic achievement and perceptions within the context of these two, newly-introduced, cadaveric dissection courses. Students' satisfaction was assessed anonymously through a questionnaire that included items regarding students' perception of the usefulness of the courses for undergraduate teaching, as well as with regards to future professional activity. For each of the three academic years studied, the final score (1 to 20) in General Anatomy (GA), RAI, and RAII was on average 14.26 ± 1.89; 16.94 ± 1.02; 17.49 ± 1.01, respectively. The mean results were lower in GA than RAI or RAII (P < 0.001). Furthermore, students who undertook these courses ranked them highly with regards to consolidating their knowledge of anatomy, preparing for other undergraduate courses, and training for future clinical practice. These survey data, combined with data on participating students' academic achievement, lend strong support to the adoption of similar courses as complementary and compulsory disciplines in a modern medical curriculum. Anat Sci Educ 10: 127-136. © 2016 American Association of Anatomists.
Collapse
Affiliation(s)
- Diogo Pais
- Department of Anatomy, Nova Medical School, Faculty of Medical Sciences, Universidade Nova De Lisboa, Lisbon, Portugal
| | - Diogo Casal
- Department of Anatomy, Nova Medical School, Faculty of Medical Sciences, Universidade Nova De Lisboa, Lisbon, Portugal
- Department of Plastic and Reconstructive Surgery and Burn Unit, Centro Hospitalar De Lisboa Central, Lisbon, Portugal
| | - Luís Mascarenhas-Lemos
- Department of Anatomy, Nova Medical School, Faculty of Medical Sciences, Universidade Nova De Lisboa, Lisbon, Portugal
- Department of Pathology, Centro Hospitalar De Lisboa Central, Lisbon, Portugal
| | - Pedro Barata
- Department of Anatomy, Nova Medical School, Faculty of Medical Sciences, Universidade Nova De Lisboa, Lisbon, Portugal
- Department of Oncology, Centro Hospitalar De Lisboa Central, Lisbon, Portugal
| | - Bernard J Moxham
- Cardiff School of Biosciences, Cardiff University, Cardiff, Wales, United Kingdom
- Department of Anatomical Sciences, School of Medicine, St. George's University, True Blue, Grenada, West Indies
| | - João Goyri-O'Neill
- Department of Anatomy, Nova Medical School, Faculty of Medical Sciences, Universidade Nova De Lisboa, Lisbon, Portugal
| |
Collapse
|
29
|
Kang SH, Shin JS, Hwang YI. The use of specially designed tasks to enhance student interest in the cadaver dissection laboratory. ANATOMICAL SCIENCES EDUCATION 2012; 5:76-82. [PMID: 22143981 DOI: 10.1002/ase.1251] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2011] [Revised: 10/13/2011] [Accepted: 11/09/2011] [Indexed: 05/31/2023]
Abstract
Cadaver dissection is a key component of anatomy education. Unfortunately, students sometimes regard the process of dissection as uninteresting or stressful. To make laboratory time more interesting and to encourage discussion and collaborative learning among medical students, specially designed tasks were assigned to students throughout dissection. Student response and the effects of the tasks on examination scores were analyzed. The subjects of this study were 154 medical students who attended the dissection laboratory in 2009. Four tasks were given to teams of seven to eight students over the course of 2 weeks of lower limb dissection. The tasks were designed such that the answers could not be obtained by referencing books or searching the Internet, but rather through careful observation of the cadavers and discussion among team members. Questionnaires were administered. The majority of students agreed that the tasks were interesting (68.0%), encouraged team discussion (76.8%), and facilitated their understanding of anatomy (72.8%). However, they did not prefer that additional tasks be assigned during the other laboratory sessions. When examination scores of those who responded positively were compared with those who responded neutrally or negatively, no statistically significant differences could be found. In conclusion, the specially designed tasks assigned to students in the cadaver dissection laboratory encouraged team discussion and collaborative learning, and thereby generated interest in laboratory work. However, knowledge acquisition was not improved.
Collapse
Affiliation(s)
- Seok Hoon Kang
- Division of Medical Education, Seoul National University College of Medicine, Seoul, Republic of Korea
| | | | | |
Collapse
|