Anxiety and dissection of the human cadaver: An unsolvable relationship?

Arráez-Aybar, Luis Alfonso; Casado-Morales, M. Isabel; Castaño, Gloria

doi:10.1002/ar.b.20022

Cited by 104 publications

(119 citation statements)

References 23 publications

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“…This may be an argument for the need to devise strategies to ensure not only respect toward the donors but also reduction in the stressfulness of the emotionally challenging situations presented by the anatomy laboratory, while facilitating the development of coping mechanisms. It has been demonstrated, for example, that preparative activities such as showing students a video of dissection can be helpful in this respect (ARRÁEZ-AYBAR, CASADO-MORALES, CASTAÑO-COLLADO, 2004).…”

Section: Discussionmentioning

confidence: 99%

Attitudes of medical and allied medical students from Serbia toward whole body donation

Srdić-Galić¹,

Drvendžija²,

Štrkalj³

2016

Biosci. J.

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Anatomy, one of the key pre-clinical subjects in medical and allied medical disciplines, has traditionally relied on instruction based on the utilization of cadavers. Acquiring cadavers for anatomy education has presented a challenge in many countries. This challenge has been met through the organization of well informed and culturally sensitive body donation programs. Attitudes of the general population, medical professionals and students are important in devising these programs. The aim of this study was to investigate attitudes of medical and allied medical students from the University of Novi Sad toward whole body donation. A survey was carried out on the first and third year students enrolled in all degrees taught at the University and the sixth year medical students. A large number of respondents (87.38%) perceived cadavers as important in anatomy education. The majority of students (51.26%) would support the body donation of a stranger, while a much smaller proportion of respondents would become donors (19.51%) or support their family members (21.67%) to bequeath their body. There were differences in attitudes toward body donation related to respondents' year of study, ethnicity and religion. The main reasons for donation were altruistic, while the main reasons not to donate were lack of information and religious factors. Most of the respondents were in favor of introducing memorial services for the body donors. The results of the study highlight the importance of a culturally sensitive approach to students in the anatomy laboratories and the enrichment of anatomy education through the humanities. They also underscore the significance of well-organised and informative body donation programs.

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Section: Discussionmentioning

confidence: 99%

Attitudes of medical and allied medical students from Serbia toward whole body donation

Srdić-Galić¹,

Drvendžija²,

Štrkalj³

2016

Biosci. J.

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“…Another aspect of handling cadaveric material not considered relevant until just a few years ago was the traumatic and emotional disturbances (Parker, 2002;Arrá ez-Aybar et al, 2004;Warner and Rizzolo, 2006) experienced by students. On this note, Marks et al (1997) attends to featuring death education within the anatomy course to avoid students from resorting to depersonalization or denial when confronted with suffering.…”

Section: Perceptions On Death and Its Educationmentioning

confidence: 99%

The anatomy of anatomy: A review for its modernization

Sugand

Abrahams

Khurana

2010

Anatomical Sciences Ed

816

815

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Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user-friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3:83-93, 2010.

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“…Depuis que les TP de dissections sur du matériel humain existent, il a toujours été observé et fait mention d'étudiant(e)s qui pouvaient être en difficulté et exprimer une certaine anxiété [4][5][6][7] . Notre étude présente certaines limites au regard des critères de rigueur exigibles dans les approches qualitatives.…”

Section: Discussionunclassified

Le vécu des dissections au laboratoire d'anatomie. Conséquences psychologiques et actions pédagogiques

et al. 2008

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Mots clés :Cadavre ; laboratoire d'anatomie ; dissections, étudiant(e)s en médecine ; infirmier(e)s de bloc opératoire Résumé -Contexte : Les travaux pratiques de dissections sont toujours l'objet de réactions particulières avant, pendant ou après la rencontre avec les cadavres. But : Mieux comprendre dans une perspective comparative ce qui se passe chez les jeunes étudiant(e)s de seconde année de médecine qui sont souvent vierges de toute expérience de la mort et chez des étudiant(e)s infirmier(e)s de bloc opératoire qui en plus de leur expérience personnelle ont souvent une expérience professionnelle. Méthode : Deux focus groupes, l'un avec 12 étu-diant(e)s de seconde année de premier cycle des études médicales (PCEM2) et l'autre avec 12 étudiant(e)s infirmier(e)s de bloc opératoire (IBODE) explorant les mêmes dimensions. Résultats : Les IBODE expriment plus facilement leurs appréhensions que les étudiant(e)s en médecine. Tous se protègent du caractère déstabilisant de la dissection par des réactions spécifiques. Conclusion : Une séance d'information pratique et technique suivie d'une séance d'expression du ressenti est souhaitée par les deux populations. Keywords:Cadaver; laboratory of anatomy; dissections; medical students; operating room nurse students Abstract -Context: Dissections in laboratory of anatomy are always the object of specific reactions before, during or after exposure with a cadaver. Aim: To better understand, in a comparative manner, what arises in young 2nd year medical students, who are often virgin of any death experience, with nurse students specialized in the operating room, who have in addition to their personal experience, a professional experience. Method: Two focus groups exploring the same dimensions, one including 12 2nd year medical students and the other comprising 12 operating room nurse students. Results: The nurse students express more Article published by EDP Sciences easily their apprehension than 2nd year medical students. All students protect themselves from the destabilizing nature of dissections by specific reactions. Conclusion: Practical and technical information sessions before dissections followed by a debriefing session where students can express their resentment, is desirable for both groups of students.Les réactions face au cadavre et à la mort sont des thématiques très peu souvent abordées au cours des enseignements formels durant les études de mé-decine et la première expérience de confrontation des étudiants à la mort au cours de leur cursus se passe souvent à travers le cadavre en tant que sujet anatomique. Contexte et problématique pédagogiqueAprès une première année de premier cycle d'études médicales (PCEM1) caractérisée par un enseignement exclusivement théorique, les étu-diant(e)s français de médecine abordent la seconde année du premier cycle des études médi-cales (PCEM2) avec une attente qui est celle de la rencontre avec la pratique médicale et les patients. Et pourtant ce ne sont pas les patients qu'ils vont rencontrer en premier. En effet, parmi les...

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Anxiety and dissection of the human cadaver: An unsolvable relationship?

Cited by 104 publications

References 23 publications

Attitudes of medical and allied medical students from Serbia toward whole body donation

Attitudes of medical and allied medical students from Serbia toward whole body donation

The anatomy of anatomy: A review for its modernization

Le vécu des dissections au laboratoire d'anatomie. Conséquences psychologiques et actions pédagogiques

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