Reflective Writing on the Cadaveric Dissection Experience: An Effective Tool to Assess the Impact of Dissection on Learning of Anatomy, Humanism, Empathy, Well‐Being, and Professional Identity Formation in Medical Students

Abstract

Growing evidence supports the use of reflective writing activities centered around the human cadaveric dissection experience to support and assess elements of medical student wellness. Dissection may promote personal and professional development, increase resilience, and foster a sense of connection and community. This study employed a qualitative analysis of a reflective writing exercise to explore the question: "What is the impact of the cadaveric dissection anatomy experience on the personal and professional development of medical students?" This cross-sectional study was conducted at the conclusion of the first-year anatomy module. A total of 117 United States allopathic medical students were given a questionnaire designed to elicit the students' experiences and introspection. The exercise included four reflective questions that were provided to 20 groups of six students. Grounded theory analysis was used to explore themes that arose in students' responses. Participants exhibited several common reactions to cadaveric dissection. After analyzing all responses, 266 unique open codes were identified for all four questions. These open codes were sorted into ten distinct axial codes, which are broader categorical themes of open codes. The aims of our study were to identify themes that emerged as students reflected on the impact of their dissection experience using reflective writing as a tool to capture these themes and to gather information to inform pedagogical methodologies. The researchers observed that the educational effects of dissection captured in the reflective writing resembled those found in other areas of medical education that emphasize professional identity formation and important humanistic qualities. Anat Sci Educ 14: 658-665.

The value of in‐person undergraduate dissection in anatomical education in the time of Covid‐19

“…The initial student‐cadaver relationship also supports the development of students' professional identity formation and can provide insight into potential career aspirations related to anatomy and the health professions (Coulehan et al, 1995 ; Abrams et al, 2021 ). Moreover, dissection encompasses a strong element of socialization, discussion, and self‐reflection all of which can influence a student's professional identity formation (Hafferty, 1988 ).…”

“…Direct involvement with dissection during undergraduate training provides a unique opportunity for students to observe and practice professional behaviors, such as empathy, respect, compassion, and self‐regulation (Hodges, 2004 ; Abrams et al, 2021 ). The dissection laboratory also presents several opportunities for students and faculty to uphold and discuss ethical principles and behaviors (Ghosh, 2020 ).…”

“…For example, within the dissection course, the ethics of body donation was discussed and respectful handling and maintenance of the donors was a requirement within each session. These professional behaviors are essential skills required for entry into the caring professions (Koenig et al, 2013 ), and opportunities to observe and practice such skills are important in fostering students' professional identity formation (Evans & Pawlina, 2020 ; Abrams et al, 2021 ).…”

Addressing Challenges in Humanistic Communication During COVID-19 Through Medical Education

“…Empathy and other components of humanistic communication has been recently reported as beneficial for both physicians and patients (Pohontsch et al, 2018;Abrams et al, 2020). Medical student interviews resulted in the identification of hands-on experiences and highlighting the importance of empathy as major influences in the professional development and empathetic communication and expression (Pohontsch et al, 2018).…”

Lacunae regarding dearth of dissection-based teaching during COVID-19 pandemic: how to cope with it?

“…In a way, the dissection room trains a budding future physician towards being a compassionate and empathetic clinician of tomorrow. In other words, the act of human dissection during anatomy curriculum imparts the first lesson to medical students for being a physician with desirable humanistic traits, which are so very essential to serve the society with a tender healing touch [1]. Hence it may be opined that in recent years, prior to the onset of pandemic, human dissection evolved as an essential as well as critical component of medical education owing to its unique role in cultivating humanistic traits among medical students at an early stage of their career.…”