Detached concern and death anxiety of first-year medical students: Before and after the gross anatomy course

Dickinson, George E.; Lancaster, Carol; Winfield, Idee; Reece, Eleanor F.; Colthorpe, Christopher A.

doi:10.1002/(sici)1098-2353(1997)10:3<201::aid-ca5>3.0.co;2-w

Cited by 79 publications

(76 citation statements)

References 10 publications

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“…Rather, this finding indicates that the stress level was either quite low (Evans and Fitzgibbon, 1992) or that the emotional realization and stress of the dissection experience did not begin until after the observation period. In line with a previous report from Dickinson et al (1997), our students seemed to acquire a certain degree of detached concern toward the body donor while dissecting. A third possible explanation for the lack of change in BSI indices is that students perceived the stress of dissection as positive stress (O'Carroll et al, 2002).…”

Section: Deviation From Reference Group Of Standardized Instrumentssupporting

confidence: 87%

“…Older (2004) has described the dissection experience as highly valuable, even indispensable, because it facilitates the teaching of manual skills, provides a hands-on experience that compliments cognitive understanding, forces realization of individual variability, promotes teamwork, and leads to self-reflection. Dissection further contributes to the development of competencies specifically related to medical professionalism, including empathy and dealing with emotions (Pawlina, 2006), realization of the finiteness of life (Dickinson et al, 1997), and communicating humanistic and ethical values (Rizzolo, 2002).…”

Section: Introductionmentioning

confidence: 99%

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The gross anatomy course: An analysis of its importance

Böckers

Jerg-Bretzke

Lamp

et al. 2010

Anatomical Sciences Ed

176

183

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The gross anatomy dissection course is a cost-intensive piece of undergraduate medical education that students and professionals alike describe as very important within the overall medical curriculum. We sought to understand more explicitly students' valuation of gross anatomy as an ''important'' course and so developed a quantitative longitudinal questionnaire. Medical students (n 5 124) enrolled in the winter term 2006/2007 gross anatomy course at the Ulm University Faculty of Medicine were surveyed anonymously prior to, in the middle of, and at the end of the dissection course. Subgroups of students expressing rising or falling opinions of course value were identified and correlated with student opinions about the course's ability to convey professional competencies. Fivepoint Likert scales were used for each survey item, which included such standardized instruments as the NeoFFI, BSI, and FBM. The study confirmed that medical students believe dissection to be valuable. Students indicated that participation in the course facilitated acquisition of anatomy knowledge as well as skills related to teamwork, coping with stress, and, to a lesser extent, time management. Students also noted that they developed less empathy than expected beforehand. Significant subgroup differences were observed relative to the competencies of teamwork, stress coping strategies, and empathy, as well as in students' stress levels associated with having to take a dissection course. Our study builds on previous work that has shown dissection courses help students develop professional competencies. The increase in professionalism might be a reason for the generally high value students place on the gross anatomy dissection course, Anat Sci Educ 3:3-11, 2010.

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Section: Deviation From Reference Group Of Standardized Instrumentssupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

The gross anatomy course: An analysis of its importance

Böckers

Jerg-Bretzke

Lamp

et al. 2010

Anatomical Sciences Ed

176

183

View full text Add to dashboard Cite

show abstract

“…That survey revealed that many students had uncomfortable emotions or images about anatomy laboratories before actually experiencing them, using descriptions, such as ''horror,'' ''death,'' and ''grotesque.'' After four laboratories, however, most physical therapy students were more comfortable in learning with cadavers, which is consistent with previous studies that have involved medical students (Evans and Fitzgibbon, 1992;Dickinson et al, 1997;Arráez-Aybar et al, 2004a). As students felt that their knowledge of human anatomy had increased after a certain amount of laboratory work, it was suggested that laboratories might be effective learning environments for physical therapy students.…”

Section: Introductionsupporting

confidence: 89%

“…The gross anatomy laboratory can be emotionally trying for medical students (Gustavson, 1988;Finkelstein and Mathers, 1990;Horne et al, 1990;Dickinson et al, 1997;Dinsmore et al, 1999Dinsmore et al, , 2001Houwink et al, 2004), and a traumatic experience in the gross anatomy laboratory can influence future patient interactions (Gustavson, 1988;Finkelstein and Mathers, 1990;Bourguet et al, 1997). We believe that these findings may apply not only to medical but also to physical therapy students, but few data are available on this topic.…”

Section: Introductionmentioning

confidence: 97%

Attitudes of healthcare students on gross anatomy laboratory sessions

Kawashiro

Anahara

Kohno

et al. 2009

Anatomical Sciences Ed

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At Chiba University, gross anatomy laboratory sessions (''laboratories'') are required for physical therapy students. Though most physical therapy schools require their students to participate in laboratories so that they will better understand the structure of the human body, few data exist on the value of these laboratories specifically for physical therapy students. We administered questionnaires to physical therapy undergraduate students both before and after they participated in laboratories. Questionnaire items focused on student attitudes toward the laboratories and on human life and dignity. Data from 83 students were analyzed, with the following results: (1) 74.7% of students had a positive attitude about attending laboratories before doing so; (2) with few exceptions, students' attitudes about upcoming laboratories grew more positive after experiencing the laboratory work (P < 0.001); (3) laboratories caused students to contemplate the topics of human life and dignity; and (4) 83.1% of students hoped to participate in laboratories at least four times. These results indicate that laboratories reinforce physical therapy students' positive attitudes about laboratory learning and promote student reflection on human life and dignity. This study provides support for the implementation of multiple laboratory sessions using cadavers into a uniform curriculum for physical therapy students in Japan.

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“…In the course of medical education, anatomists are the earliest to be confronted with problems such as death anxiety of students (Dickinson et al, 1997). Despite the increased use of electronic media, cadaver-based anatomy still plays a central role in undergraduate medical education (Aziz and McKenzie, 1999).…”

mentioning

confidence: 99%