OBJECTIVES Teaching autopsies in undergraduate medicine, although traditionally considered valuable by both educators and students, have been marginalised in modern curricula. This study explored medical students' experiences of the medico-legal autopsy demonstrations which formed part of their training in forensic medicine.
METHODSIn this phenomenological study, qualitative data obtained by interviewing 10 Year 4 medical students from various sociocultural backgrounds were interpretively examined. One-to-one, semi-structured interviews were tape-recorded and transcribed. The data were thematically organised and then analysed using a theoretical framework of three dimensions of learning, namely, cognitive, emotional and societal.RESULTS Students still perceive autopsies as essential even in the context of self-directed learning. They identified a better understanding of anatomy and traumatology as the main cognitive benefits. At an emotional level students felt they had developed a degree of clinical detachment and would be better equipped to deal with issues surrounding death. Although socialisation influenced students' feelings about the autopsy, it did not detract from their appreciation of the educational value of the experience.
CONCLUSIONSThe results support previous findings from both students, prior to curriculum reform, and medical educators who were canvassed for their opinions in relation to a modern curriculum. Besides the obvious cognitive advantages, educators should be mindful of the hidden curriculum that emanates from autopsies because it impacts on the development of professionalism and ethical behaviours of future medical practitioners. student observations
THIS STUDY INVESTIGATED THE teaching and learning approaches of three Victorian early childhood kindergarten teachers to science education, and how they used the Victorian Early Years Learning and Development Framework (VEYLDF) to support them in the development of science in their curriculum. A qualitative, collective case study was designed to investigate how the participants introduced and explored science in their curriculum through two face-to-face individual, semi-structured interviews, separated by a week during which they completed a reflective journal focusing on science in their curriculum. The findings revealed teachers' own negative school experiences of science education and an overall lack of confidence in their current science knowledge impacts on science in their curriculum. Conversely the findings also revealed instances of science learning and discovery, as well as a desire by the early childhood teachers to enhance science education in their curriculum.
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