‘Silent mentors’: Donation, education, and bodies in Taiwan

Douglas-Jones, Rachel

doi:10.17157/mat.4.4.454

Cited by 12 publications

(21 citation statements)

References 21 publications

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“…The framework of the silent mentor program was created by Tzu Chi foundation established by Cheng Yen, a Buddhist nun (Johnson, ; Lu, ; Chang, ). The history of the silent mentor program, and its meaning for students and society have been described in literature (Johnson, ; Her, ; Chang, ; Santibañez et al, ; Douglas‐Jones, ; Saw, ).…”

Section: Introductionmentioning

confidence: 99%

Nursing Students’ Perceptions of a Silent Mentor Program in an Anatomy Course

Lai

Perng

Huang

2019

Anatomical Sciences Ed

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Anatomy is a core course in undergraduate nursing curriculum. In today's nursing profession, the integration of biosciences and humanities is increasingly emphasized. Anatomy is considered one of the most essential bioscience subjects for nursing practice. Thus, integrating a silent mentor program into the anatomy course can enrich the knowledge of undergraduate nursing students regarding biosciences and humanities and enhance their future patient-centered care competencies. This article aimed to understand the students' perceptions of integrating a silent mentor program into the anatomy course. Qualitative approach included four focus group interviews. Themes were developed using the analytic induction technique. Twenty-five second-year undergraduate nursing students from a university were recruited. Semi-structured interviews were used to guide four focus group interviews. Focus group interviews were digitally recorded, transcribed, and analyzed. According to the preliminary findings, nursing students regarded silent mentors not only as teaching tools but also as tools to learn more than anatomy. Students greatly respected the silent mentors and were highly engaged in the anatomy course. They expected to become better students or future nurses. Four themes were identified from the interviews: emotional transformation, caring spirit, course engagement, and self-expectation. The findings suggest that the silent mentor program offered students a beneficial learning experience and stimulated their developing competency in nursing humanities. How the silent mentor program can help students achieve optimum academic performance and how their positive experience of the program and humanistic spirit translates into clinical practice in future should be studied further. Anat Sci Educ 12: 627-635.

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Section: Introductionmentioning

confidence: 99%

Nursing Students’ Perceptions of a Silent Mentor Program in an Anatomy Course

Lai

Perng

Huang

2019

Anatomical Sciences Ed

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“…These characteristics distinguish a humanistic caregiver and, if fostered, may aid their professional advancement by valuing their patients and evoking sympathy for them [25,37]. This is comparable to the use of wet human dissections by silent mentors [37,52,53]. Due to the fact that the plastinated specimens were donated corpses, students saw them as silent mentors, which instilled respect for this novel teaching tool.…”

Section: Discussionmentioning

confidence: 96%

Students’ learning experiences of three-dimensional printed models and plastinated specimens: a qualitative analysis

et al. 2022

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Background Traditional cadaveric dissection is declining whilst plastinated and three-dimensional printed (3DP) models are increasingly popular as substitutes to the conventional anatomy teaching and learning methods. It is unclear about the pros and cons of these new tools and how they impact students’ learning experiences of anatomy including humanistic values such as respect, care and empathy. Methods Ninety-six students’ views were sought immediately after a randomized cross-over study. Pragmatic design was used to investigate the learning experiences of using plastinated and 3DP models of cardiac (in Phase 1, n = 63) and neck (in Phase 2, n = 33) anatomy. Inductive thematic analysis was conducted based on 278 free text comments (related to strengths, weaknesses, things to improve), and focus group (n = 8) transcriptions in full verbatim about learning anatomy with these tools. Results Four themes were found: perceived authenticity, basic understanding versus complexity, attitudes towards respect and care, and multimodality and guidance. Conclusions Overall, students perceived plastinated specimens as more real and authentic, thus perceived more respect and care than 3DP models; whereas 3DP models were easy to use and prefered for learning basic anatomy.

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“…In most medical schools, anatomy education was mainly supported by cadaveric and bony materials prepared from donated bodies. Previous reports advocated teaching humanistic values in medical education and connected science with humanity (Santibañez et al, 2016; Douglas‐Jones, 2017; Ghosh, 2017a). Students deeply respected the silent mentors for their generosity and gift for the advancement of science, handled the specimens carefully, and treated them with dignity during their laboratory sessions (Lai et al, 2019; Souza et al, 2020).…”

Section: Discussionmentioning

confidence: 99%