Using the Anatomy Learning Space as a Laboratory to Teach Ethics and Professionalism

Abstract

In medical education, much learning occurs outside of the stated educational objectives [1]. Recognizing the potential impact of the “hidden curriculum” on professional formation, an educational intervention was designed to intentionally bring forward issues of professionalism and ethics that could be addressed through the teaching of anatomy [2,3]. This educational intervention sought to use the anatomy dissection experience as a ‘laboratory’ to teach ethics and professionalism to first year medical students (M1s). The educational intervention consisted of three components: (1) an online, pre‐laboratory preparation module, (2) the laboratory experience, and (3) a reflective post‐laboratory debriefing session. The first component included video presentations from a physician and lawyer each with training in bioethics introducing ethical and professional considerations prior to actually beginning the laboratory experience. After the laboratory experience, students engaged with an ethical case study and debriefing session. A brief survey was conducted at the conclusion of the session asking M1s to reflect on the ethical and professional impact of the experience. Students were asked to rate their responses on a 5 (strongly agree) to 1 (strongly disagree) scale indicating how each educational component prepared them for professional and ethical issues encountered in the laboratory. For the online, pre‐laboratory preparation, the average student response was 4.1. For the laboratory component the students gave an average rating of 4.4. For the post‐laboratory debriefing session students’ average response was 4.7. The average response when asked to rate the overall effectives of the educational intervention for learning ethics and professionalism was a 4.7. In regards to the question of how the educational intervention helped students have a greater respect for the dignity of human persons, the average response was a 4.6. Using the anatomy laboratory experience as an intentional space for teaching ethics and professionalism created opportunity for students to integrate professional and ethical formation into their education. The impact on learning in this space, and recognition of the importance of respecting the dignity of human persons was impactful. This is significant as it recognizes the possibility and effectiveness of integrating ethics and professionalism teaching into the laboratory and other curricular spaces.