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

Madill, Anna; Latchford, Gary

doi:10.1016/j.socscimed.2004.08.035

Cited by 39 publications

(41 citation statements)

References 38 publications

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“…31,47 They can also suffer from low confidence about their abilities, a concern that may increase as others around them-for example patients and nurses-increasingly identify them as doctors. [33][34]48 Students who participated in one recent study reported that negative interactions with other professionals, particularly nurses, could leave them feeling stigmatised.…”

Section: (P766)mentioning

confidence: 99%

Professional Identity in Medical Students: Pedagogical Challenges to Medical Education

Wilson

Cowin

Johnson

et al. 2013

Teaching and Learning in Medicine

152

144

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Background: Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. Summary: This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Conclusions: Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

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Section: (P766)mentioning

confidence: 99%

Professional Identity in Medical Students: Pedagogical Challenges to Medical Education

Wilson

Cowin

Johnson

et al. 2013

Teaching and Learning in Medicine

152

144

View full text Add to dashboard Cite

show abstract

“…Uncertainties about core professional identity develop as early as the fi rst medical school year ( Madill and Latchford, 2005 ). Students are seen by friends, family, the general community, and patients as " real doctors, " but this attribution of role so early in training can be internally distressing.…”

Section: The " As-if " Physicianmentioning

confidence: 99%

“…Students describe coping with some of the stress of human dissection through exposure to role models they hope to emulate ( Madill and Latchford, 2005 ). Students and residents choose role models as much for their stable outward adjustment to their physician roles and their personality traits as for their clinical mastery ( Wright, 1996 ).…”

Section: The Family Of Medicinementioning

confidence: 99%

Identity Transformation in Medical Students

Cohen

Kay²,

Youakim³

et al. 2009

Am J Psychoanal

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This paper reviews the literature on the impact of medical school on personal development and consolidation of core identity. The limited literature relies on reports from medical students' journaling exercises, discussion groups, post-graduation surveys, and repeated personality testing. We review forces acting on medical students, with potential transforming effects. These forces include high external expectations and internal fear of superficial knowledge and skills, entry into the culture of medicine with its insider jargon and hierarchy, high academic workload, and the emotional burdens of confronting cadavers and death as well as bearing witness to patients' suffering. Potential developmental delay, emergence of substance abuse and hedonic acting out, cynicism, and loss of individual core values are possible consequences. Protections against these adverse outcomes include identification of strong mentors and role models, developing post-conventional morality and relativistic thinking, finding healthy coping strategies such as peer support, and remaining intellectually creative and personally reflective.

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“…Attitude is determined by prior experiences, cognition, and emotional valence. Studies [9][10][11] have documented the effects of dissection-room experiences in medical students. These experiences, which can either be positive or negative appraisals, help the medical students in handling the stressors in future.…”

Section: Discussionmentioning

confidence: 99%

Cadaver Disrobing: A Novel Initiative to Stimulate Affective Domain in the First Year M.B.B.S Students

Kumar¹,

Nim²,

Jayagandhi³

2017

IJAR

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First exposure to human cadaver has the potential to be a psychological trauma inducing stressor. On the other hand, this exposure can be the Launchpad to develop reflective writing and empathy amidst students. This study aims at documenting students' experience of this potential stressor in cognitive, behavioural, moral and affective domains. This program has also helped in reducing the disgust of most students towards cadavers. This novel desensitization program not only reduces the emotional impact among students but also helps them to prune their reflective writing and observation skills right from the early days of medical education.

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

Cited by 39 publications

References 38 publications

Professional Identity in Medical Students: Pedagogical Challenges to Medical Education

Professional Identity in Medical Students: Pedagogical Challenges to Medical Education

Identity Transformation in Medical Students

Cadaver Disrobing: A Novel Initiative to Stimulate Affective Domain in the First Year M.B.B.S Students

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