Attitudes and reactions of Arab medical students to the dissecting room

Abstract

A questionnaire on the emotional and psychological reactions of Arab medical students to the dissecting room (DR) was distributed to 272 students in four successive pre‐clinical and clinical years in the same academic year (1993‐1994) at Sultan Qaboos University (SQU) Medical College; 205 students responded. Varying degrees of fear on first entering the DR was reported by 46%. The most frequent reactions were recurring visual images of cadavers (total 38%) and temporary loss of appetite (total 22.5%). Students' reactions were most commonly elicited by the smell of the DR (total 91%) and by fear of infection (total 62%). The most frequent method of coping with such fears was by rationalization (total 65%). Significant gender differences (P < 0.05) were found concerning all aspects of the DR experience. Female students showed higher levels of fear, reported stronger physical and behavioral reactions, were more disturbed by certain stimuli in the DR, and used certain coping methods more frequently than their male peers. The need for appropriate psychological preparation of students before studying human cadaveric anatomy is discussed. Clin. Anat. 10:272‐278, 1997. © 1997 Wiley‐Liss, Inc.

Identity change and the human dissection experience over the first year of medical training

“…This reflects previous findings that medical students often utilise defensive strategies to minimise anxieties arising from conducting human dissection (e.g., Abu-Hijelh et al, 1997;Charlton et al, 1994;Sanner, 1997). Smith and Kleinman (1989) noted how defensive strategies, such at overly intellectualising the process of human dissection, could allow students to become more involved in the process of learning in which they "gradually come to see the human body as an interesting object, separate from the person" (p. 65).…”

Students who wish to specialize in forensic medicine vs. their fellow students: motivations, attitudes and reactions during autopsy practice

“…Nightmares, intrusive visual images, insomnia, depression, and learning difficulties have also been described (Snelling et al 2003;Abu-Hijleh et al 1997). Physical reaction and symptoms, such as dizziness, sore eyes and nausea, with the students making substantial reference to the ''horrible smell'' of the cadavers have also been demonstrated (Abu-Hijleh 1997). However, the severity of these symptoms at the end of the practice was not associated with the decision for forensics.…”

“…Praying, denial, humor, relaxation, staying with a group, rationalization, seeking advice of classmates, seeking advice from staff members, or using tranquilizers are some of those strategies (Abu-Hijleh et al 1997;Snelling et al 2003). In our study, medical students were asked if they discussed about the dissection, talked about irrelevant subjects, told jokes, had irrelevant thoughts, shut their eyes when they felt uncomfortable.…”

Teaching the Anatomy of Death: A Dying Art?

“…For instance, in 2006, the front page story in Australia's national newspaper began with the following sentence: 'Teaching of basic anatomy in Australian medical schools is so inadequate that students are increasingly unable to locate important body parts…'. It went onto quote senior consultants who were 'horrified' to encounter senior year medical students 'who do not know where 8 The findings confirm the potential for emotional and psychological upset: headaches, nausea, dizziness, fear, fainting and disturbed dreams were commonly found in student groups across the globe (Houwink et al 2004;Abu-Hijelh et al 1997;Penney 1985;Botega et al 1997;Nnodim 1996;McLachlan et al 2004;Sinclair 1997). Some national groups, such as Americans and Canadians, fared worse than others, (McGarvey et al 2001), and to the point where some researchers outlined symptoms attributable to mental trauma and post-traumatic stress disorder (Finkelstein and Mathers 1990;Hafferty 1991;Nuland 1993).…”