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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.
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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
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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.
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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.
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Harley JM, Bilgic E, Lau CHH, Gorgy A, Marchand H, Lajoie SP, Lavoie-Tremblay M, Fried GM. Nursing Students Reported More Positive Emotions about Training during COVID-19 After Using a Virtual Simulation Paired with an In-person Simulation. Clin Simul Nurs 2023:S1876-1399(23)00034-8. [PMID: 37360663 PMCID: PMC10150196 DOI: 10.1016/j.ecns.2023.04.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/28/2023]
Abstract
Background Virtual simulations (VS) are educational tools that can help overcome the limitations of in-person learning highlighted during the COVID-19 pandemic. Research has illustrated that VS can support learning, but little is known about the usability of VS as a distance learning tool. Research on students' emotions about VS is also scarce, despite the influence of emotions on learning. Methods A quantitative longitudinal study was conducted with undergraduate nursing students. 18 students participated in a hybrid learning experience involving a virtual simulation (VS) followed by an in-person simulation. Students completed questionnaires about their emotions, perceived success, and usability and received a performance score from the VS. Results Nursing students reported statistically significant improvements in their emotions about completing their program after completing both VS and in-person simulations compared to their emotions before the pair of simulations. Emotions directed toward the VS were weak-to-moderate in strength, but predominantly positive. Positive emotions were positively associated with nursing students' performance. Findings replicated "okay" approaching "good" usability ratings from a recent study with key methodological differences that used the same software. Conclusions VS can be an emotionally positive, effective, efficient, and satisfying distance learning supplement to traditional simulations.
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Affiliation(s)
- Jason M Harley
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Research Institute of the McGill University Health Centre, Montreal, Quebec, Canada
- Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada
- Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal Quebec, Canada
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Elif Bilgic
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Research Institute of the McGill University Health Centre, Montreal, Quebec, Canada
- Department of Pediatrics, McMaster University, Hamilton, Ontario, Canada
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, Hamilton, Ontario, Canada
| | - Clarissa H H Lau
- Department of Surgery, McGill University, Montreal, Quebec, Canada
| | - Andrew Gorgy
- Department of Surgery, McGill University, Montreal, Quebec, Canada
| | - Hugo Marchand
- Ingram School of Nursing, McGill University, Montreal, Quebec, Canada
| | - Susanne P Lajoie
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Mélanie Lavoie-Tremblay
- Ingram School of Nursing, McGill University, Montreal, Quebec, Canada
- Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada
| | - Gerald M Fried
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada
- Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal Quebec, Canada
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Varner C, Dixon L, Simons MC. The Past, Present, and Future: A Discussion of Cadaver Use in Medical and Veterinary Education. Front Vet Sci 2021; 8:720740. [PMID: 34859081 PMCID: PMC8631388 DOI: 10.3389/fvets.2021.720740] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Accepted: 09/29/2021] [Indexed: 11/27/2022] Open
Abstract
Cadaver usage in medical training, although controversial, has persisted over centuries. In veterinary education various methods have been proposed to either improve cadaver preservation, reduce cadaver use, or to replace cadavers entirely, but to date few have gained popularity. This manuscript seeks to: (i) describe the history of cadavers in medical and veterinary education; (ii) compare available cadaveric preservation methods; (iii) reflect on applications of cadaver use in the educational setting; (iv) discuss alternatives to traditional cadaver use; and (v) consider the perceptions of the stakeholders who use them.
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Affiliation(s)
- Caitlin Varner
- Center for Innovation in Veterinary Education & Technology, Lincoln Memorial University College of Veterinary Medicine, Harrogate, TN, United States
| | - Lucinda Dixon
- Center for Innovation in Veterinary Education & Technology, Lincoln Memorial University College of Veterinary Medicine, Harrogate, TN, United States
| | - Micha C Simons
- Center for Innovation in Veterinary Education & Technology, Lincoln Memorial University College of Veterinary Medicine, Harrogate, TN, United States
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Mattingly S, Hardesty E, Chovanec K, Cobos ME, Garcia J, Grizzle M, Huerta A, Ohtake J, Romero-Alvarez D, Gonzalez VH. Differences Between Attached and Detached Cadaveric Prosections on Students' Identification Ability During Practical Examinations. ANATOMICAL SCIENCES EDUCATION 2021; 14:808-815. [PMID: 33037784 DOI: 10.1002/ase.2023] [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: 08/06/2019] [Revised: 10/02/2020] [Accepted: 10/04/2020] [Indexed: 06/11/2023]
Abstract
Cadaveric prosections are effective learning tools in anatomy education. They range from a fully dissected, sometimes plastinated, complete cadaver (in situ prosections), to a single, carefully dissected structure detached from a cadaver (ex situ prosections). While most research has focused on the advantages and disadvantages of dissection versus prosection, limited information is available on the instructional efficacy of different prosection types. This contribution explored potential differences between in situ and ex situ prosections regarding the ability of undergraduate students to identify anatomical structures. To determine if students were able to recognize the same anatomical structure on both in situ and ex situ prosections, or on either one individually, six structures were tagged on both prosection types as part of three course summative examinations. The majority of students (61%-68%) fell into one of the two categories: those that recognized or failed to recognize the same structure on both in situ and ex situ prosections. The percentage of students who recognized a selected structure on only one type of prosection was small (1.6%-31.6%), but skewed in favor of ex situ prosections (P ≤ 0.01). These results suggest that overall students' identification ability was due to knowledge differences, not the spatial or contextual challenges posed by each type of prosection. They also suggest that the relative difficulty of either prosection type depends on the nature of the anatomical structure. Thus, one type of prosection might be more appropriate for teaching some structures, and therefore the use of both types is recommended.
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Affiliation(s)
- Spencer Mattingly
- Department of Ecology and Evolutionary Biology, College of Liberal Arts and Sciences, University of Kansas, Lawrence, Kansas
| | - Elizabeth Hardesty
- Department of Clinical, Health and Applied Sciences, College of Human Sciences and Humanities, University of Houston-Clear Lake, Houston, Texas
| | - Kevin Chovanec
- Department of Ecology and Evolutionary Biology, College of Liberal Arts and Sciences, University of Kansas, Lawrence, Kansas
| | - Marlon E Cobos
- Department of Ecology and Evolutionary Biology, College of Liberal Arts and Sciences, University of Kansas, Lawrence, Kansas
| | | | - Meghan Grizzle
- Department of Geospatial Information System Technology, University of Wyoming, Laramie, Wyoming
| | - Amanda Huerta
- School of Nursing, University of Kansas Medical Center, Kansas City, Kansas
| | - Jesse Ohtake
- Department of Physical Therapy and Rehabilitation Science, School of Health Professions, University of Kansas, Kansas City, Kansas
| | - Daniel Romero-Alvarez
- Department of Ecology and Evolutionary Biology, College of Liberal Arts and Sciences, University of Kansas, Lawrence, Kansas
| | - Victor H Gonzalez
- Department of Ecology and Evolutionary Biology, College of Liberal Arts and Sciences, University of Kansas, Lawrence, Kansas
- Undergraduate Biology Program, College of Liberal Arts and Sciences, University of Kansas, Lawrence, Kansas
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Yoo HH, Shin S, Lee JK. Exploration of the changes in the perceptions of medical students about cadaver dissections using metaphors. J Taibah Univ Med Sci 2021; 16:307-317. [PMID: 34140856 PMCID: PMC8178687 DOI: 10.1016/j.jtumed.2021.01.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2020] [Revised: 01/11/2021] [Accepted: 01/15/2021] [Indexed: 11/28/2022] Open
Abstract
Objective This study examines the changes in metaphors used by medical students before and after the dissection of a cadaver. This will help qualitatively understand the meaning of cadaver dissections. Methods The metaphorical expressions about the practice of dissection that were used before and after the dissection exercises were collected from 147 Korean medical students. The collected qualitative data were categorised through a repeated comparative analysis. Results The results of the analysis identified seven types of metaphors that were used before the dissection practice: ‘rite of passage’, ‘first step’, ‘precious opportunity’, ‘fog’, ‘hell’, ‘thrill’, and ‘double-edged sword’. After the cadaver dissection, nine types of metaphors were used: ‘introspection’, ‘hell’, ‘precious opportunity’, ‘treasure hunt’, ‘turning point’, ‘debt’, ‘mist’, ‘bittersweet candy’, and ‘buzzer beater’. In general, before a cadaver dissection, students recognised the importance of the practice of cadaver dissection as being a ‘gateway’ or a ‘growing pain’. Metaphors such as ‘introspection’ and ‘mirror’ were used with an improved attitude. However, some students continued to use negative metaphors, such as ‘hell’, before and after the cadaver dissection and maintained negative feelings about it. Conclusions The results of our study suggest that, for many medical students, cadaver dissection is a crucial stage of self-reflection and for the formation of their identities as doctors. The consideration of students’ perceptions during all cadaver dissections is therefore essential.
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Affiliation(s)
- Hyo-Hyun Yoo
- Department of Medical Education, School of Medicine, Jeonbuk National University, Jeonju, Republic of Korea
| | - Sein Shin
- Department of Biology Education, Chungbuk National University, Cheongju, Republic of Korea
| | - Jun-Ki Lee
- Division of Science Education, Biology Major, Jeonbuk National University, Jeonju-si, Republic of Korea
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Bahşi İ, Topal Z, Çetkin M, Orhan M, Kervancıoğlu P, Odabaşıoğlu ME, Cihan ÖF. Evaluation of attitudes and opinions of medical faculty students against the use of cadaver in anatomy education and investigation of the factors affecting their emotional responses related thereto. Surg Radiol Anat 2020; 43:481-487. [PMID: 32909138 DOI: 10.1007/s00276-020-02567-8] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2020] [Accepted: 08/31/2020] [Indexed: 12/30/2022]
Abstract
INTRODUCTION The encounter with the cadaver is one of the few experiences that have a profound effect on the educational life of the medical students. The objective of this study was to investigate medical student's attitudes and opinions towards the use of cadaver in anatomy education, as well as the factors affecting the emotional reactions they demonstrate in their repeated encounter with the cadaver. MATERIAL AND METHODS Before the study, ethics committee approval for the study was obtained from the Gaziantep University Clinical Researches Ethical Committee (decision date and number: 2016/40). Two different questionnaires were administered to 351 students who participated in the study. Questionnaire-I was administered before the student's first encounter with the cadaver, whereas Questionnaire-II was administered twice, one after student's first encounter with the cadaver and the other after student's fifth encounter with the cadaver. RESULTS The females got significantly more excited before their first encounter with the cadaver, and that they felt more fear and more sadness for the cadaver (p = 0.001, p = 0.002, and p = 0.019, respectively). On the other hand, the males felt significantly readier to see the cadaver (p = 0.002). It was found that statements of emotional shock, excitement, sadness, and fear coming from the participants decreased significantly after their fifth encounter with the cadaver (p = 0.028, p = 0.001, p = 0.048, and p = 0.039, respectively). CONCLUSION Repeated encounters with cadavers were found to have reduced the negative emotions felt by the students, but have negatively affected the thoughts of the students in respect of donating their bodies.
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Affiliation(s)
- İlhan Bahşi
- Department of Anatomy, Faculty of Medicine, Gaziantep University, Gaziantep, 27310, Turkey.
| | - Zehra Topal
- Department of Child and Adolescent Psychiatry, Gaziantep University, Gaziantep, 27310, Turkey
| | - Murat Çetkin
- Department of Anatomy, Faculty of Medicine, İstanbul Medeniyet University, İstanbul, Turkey
| | - Mustafa Orhan
- Department of Anatomy, Faculty of Medicine, Gaziantep University, Gaziantep, 27310, Turkey
| | - Piraye Kervancıoğlu
- Department of Anatomy, Faculty of Medicine, Gaziantep University, Gaziantep, 27310, Turkey
| | - Mehmet Ercan Odabaşıoğlu
- Department of Therapy and Rehabilitation, Health Services Vocational School, Kilis 7 Aralik University, Killis, Turkey
| | - Ömer Faruk Cihan
- Department of Anatomy, Faculty of Medicine, Gaziantep University, Gaziantep, 27310, Turkey
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