Reactions of first-year medical students to their initial encounter with a cadaver in the dissecting room

Abstract

This study reports the results of a 1986 questionnaire survey of 100 first-year medical students regarding their preparation for and reactions to their first encounter with a human cadaver in the dissecting room. The students were aware of psychological and physical reactions to this experience, and although they felt adequately prepared prior to the class, expressed a desire for greater preparation afterwards, particularly through more discussion of the experience with the anatomy staff. A surprising number of the students (62) had had prior exposure to a dead human body, which was a significant influence upon their reactions. The results of this study suggest a need for improving both the preparation for coping with dissection and the follow-up opportunities for dealing with professional and emotional issues raised during human dissection.

Attitudes of healthcare students on gross anatomy laboratory sessions

“…In previous studies of medical students, the gross anatomy laboratory has occasionally led to emotional problems (Gustavson, 1988;Finkelstein and Mathers, 1990;Horne et al, 1990;Dickinson et al, 1997;Dinsmore et al, 1999Dinsmore et al, , 2001Houwink et al, 2004). Our results are consistent with these findings.…”

“…Six students were ambivalent, saying such things as, ''I was resistant to touch the cadavers, but I was able to learn in the laboratories.'' DISCUSSION Anatomy laboratories have previously been shown to be valuable educational environments for medical students (Gustavson, 1988;Finkelstein and Mathers, 1990;Horne et al, 1990;Dickinson et al, 1997;Dinsmore et al, 1999;Dinsmore et al, 2001;Houwink et al, 2004). This study indicates that laboratories also represent significant learning experiences for physical therapy students.…”

“…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.…”

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

“…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.…”

Percepções Acadêmicas sobre o Ensino e a Aprendizagem em Anatomia Humana

“…Assim, mesmo no laboratório, as atividades seriam mais significativas, pois caberia ao estudante não apenas a visualização de estruturas, mas a aplicação na atividade prática, entendida como o desafio a ser enfrentado no dia a dia do exercício profissional. Dessa maneira, pensamos destacar não apenas a atividade prática, mas também a importância do uso do cadáver nas aulas práticas de Anatomia para a formação da personalidade e da ética profissional, até porque os autores consideram o cadáver como o primeiro paciente do acadêmico de graduação na área de saúde 17 .…”