Anticipatory Feelings About Dissection: An Exercise for the First Day of a Gross Anatomy Course

Abstract

Studies have demonstrated that students experience a variety of intense emotions in anticipation of human anatomical dissection, including enthusiasm, gratitude, responsibility, apprehension, detachment, anxiety, and spiritual or moral reflection. The exercise described here provides an opportunity to start a conversation about the complexity of students' emotional reactions to the anatomy experience. The intention of this exercise is to normalize the variety of emotions that anatomy students experience, both to demonstrate to students that their emotions are normal and to encourage the empathy for others' reactions which may differ from their own. In the lecture hall setting before the first day of dissection, students are asked to draw how they feel about the dissection experience and are provided an opportunity to discuss their drawings with their peers. The course director then provides a slide show demonstration of drawings from previous years, and experienced anatomy faculty facilitate a large group discussion in which students react to the drawing exercise and slide show and ask questions which are addressed by the faculty. This exercise provides an opportunity for students to practice appropriately communicating about emotionally complex experiences in a professional setting. The exercise is straightforward to implement and is easily modifiable for different class sizes and curricular structures. Anat Sci Educ 14: 828-835.

Nursing students' experiences and perceptions of an anatomy laboratory session: Mixed methods study

“…Moreover, physical symptoms, such as nausea and appetite loss were found to accompany such activities frequently but to then diminish gradually (Vikani et al, 2016). The benefits of this learning experience may be maximized by using a guided discussion (Zumwalt, 2021), while physical and psychological difficulties following anatomy laboratory sessions can be decreased by orientation, group discussion with health care professionals, and positive interactions between the students and their teachers (Singroha et al, 2017).…”

“…Yet, a study that assessed the emotional impact of cadaver dissection on physical therapy students indicated that the experience reduced post‐traumatic stress symptoms (Curfman et al, 2018). Moreover, research suggests that anatomy teachers can prepare, mentor, and assist students who participate in anatomy laboratory courses by encouraging pride and self‐confidence, promoting a positive emotional experience, and sustaining a sense of respect for human dignity (Chang et al, 2018; Zumwalt, 2021).…”

Reconsidering laboratory‐based anatomy within the backdrop of digital transformation: Bringing an old practice into a new world

“…Its claim, built solely on perceptions of students and teaching faculty appears to be marked by consistent indications of student anxiety, discomfort, and lack of confidence in their ability to meet expectations of high‐quality outcomes. In fact, an increasing number of papers describe efforts designed to help students prepare for the stress of learning anatomy before embarking on an anatomy course (Houwink et al, 2004; Iaconisi et al, 2019; Zumwalt et al, 2021; Attardi et al, 2022a), coping with the pressure of performance anxiety during the anatomy course (Bernhardt et al, 2012; Bellier et al, 2020) and develop basic dissection skills using low fidelity activities in preparation for cadaveric‐based learning (Yakura et al, 2022). Very few studies suggest that dissection coupled with associated educational activities is an effective pedagogical strategy for learning (Pizzimenti et al, 2016).…”

Introducing medical students to cadaveric dissection: Which aspects of an orientation are most beneficial?

“…Overall, the authors agree with Patera and Khamuani's proposal (2021) to provide support and guidance during students' cadaveric gross anatomy laboratory, although it is not clear what intervention would be most appropriate. This personal encounter with death and dying can be emotionally challenging, but it provides an opportunity for students to learn how to handle and cope with stressful situations, which will be an important skill as they move into clinical experiences (Zumwalt, 2021). Rather than leaving students to process this unique and somewhat difficult situation on their own, it is important for them to have some type of guidance.…”