A sala de anatomia enquanto espaço de convívio com a morte

Abstract

During a program of scientific initiation the author had her attention addressed to the anatomy room, seen as an important academic experience on the formation of health professionals. This study had as its objective the understanding of the first contact students of the medical and nursing area have with death in this room. The methodology applied was the phenomenological investigation. Reports from students were obtained when these were taking the anatomy course. The data analyzed evidenced that the main concern to students was to learn about the anatomical parts of the body, seen as fragments of a biological body, in detriment of a global view on the human body. In that sense, many relegate the feelings of fear and sadness, adapting quickly in view of scientific and technical refinement. The study attempts for the need of using this academic space for discussions on death in order to have a more humanitarian health assistance.

A morte no cotidiano da graduação: um olhar do aluno de medicina

“…A phenomenological study carried out with Medicine and Nursing students has found that their first contact with death in the anatomy class already generates suffering, which is gradually mitigated as the students get used to it 11 . Studies whose subjects are Nursing students have shown that dealing with death and dying generates anxiety 9 , and the professionals feel unprepared to provide care for terminal patients [12][13] .…”

“…Furthermore, it is possible to verify the absence of didactic books and contents about death in the curricula [10][11]13,17 . The school experiences the denial of death and transports it to teaching 13,17 .…”

“…(9) It is important to mention that, after years of exposure to death situations, without adequate conditions to deal psychologically with them, the result is the doctors" desensitization regarding the theme 20 . Since the first year of the undergraduate program, when they have contact with corpses in anatomy classes, the students, not without suffering, gradually acquire intellectual and emotional maturity concerning death, so that they can exercise the profession 11 .…”

“…(20) The successive actions in the students" daily practice qualify them to deal with death. It is a continuous process during their education that probably begins in the anatomy classes 11 . Many times, this process is not perceived by the students, who are not aware that they attend many pedagogic spaces…”

“…(19) "I tried to be firm, not to break down, but not to be impersonal." (20) With their own resources, which come especially from their experiences, the students gradually learn how to deal with death, as it has been shown by a study carried out in 2003 and 2004, also with Medicine students at the same University 26 , and by a study conducted with Medicine and Nursing students 11 .…”