Attitude of Preclinical Students to Cadaver Dissection in a South West Nigerian Medical School

Oyeyipo, I. P.; Falana, Benedict Abiola

doi:10.3923/ijtmed.2012.1.5

Cited by 18 publications

(19 citation statements)

References 4 publications

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“…Students' positive attitudes towards dissecting human cadavers could be related to a representation of the body, life and death leading to a future professional assuming a more humane relationship with his/her future patients [29]. In this study, an overall weighted mean of 37.4% obtained for negative emotions towards cadaveric dissection concurred with feelings of fear and anxiety as expressed by Oyeyipo and Falana [62], as well as that of hesitancy to dissect the cadaver as reported by Izunya et al [37] (Table 3). …”

Section: Discussionmentioning

confidence: 50%

Reflective journals: unmasking student perceptions of anatomical education

Lazarus

Sookrajh²,

Satyapal

2017

Folia Morphol

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Section: Discussionmentioning

confidence: 50%

Reflective journals: unmasking student perceptions of anatomical education

Lazarus

Sookrajh²,

Satyapal

2017

Folia Morphol

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“…Finkelstein and Mathers (1990) portrayed it as one of the acts that are clearly outside the range of usual human experience, which retains the ability to elicit most of the symptoms of post‐traumatic stress disorder. Similar research conducted in Nigeria does not differ with regards to the responses of medical students to the dissection room experience (Anibeze, ; Egwu et al, ; Izunya et al, ; Oyeyipo and Falana, ). According to Oyeyipo and Falana (), 36.7% of medical students surveyed reported stress, anxiety, and other discomforts in the dissection room.…”

Section: Introductionmentioning

confidence: 67%

The dissection room experience: A factor in the choice of organ and whole body donation—A Nigerian survey

Anyanwu

Obikili

Agu

2013

Anatomical Sciences Ed

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The psychosocial impact of human dissection on the lives of medical and health science students has been noted. To assess the impact of the dissection room experience on one's willingness to become a whole body and organ donor, the attitudes of 1,350 students and professionals from the medical, health, and non-health related disciplines to body and organ donation were studied. The participants were broken into categories according to degree of exposure to human dissection. Participants who were never exposed to the dissection experience showed more willingness to donate their bodies than those who were exposed. With the exception of the physiotherapy department, the students and professionals from the health science departments who were exposed to the dissection room but never engaged in dissection showed the most unwillingness to donate their bodies (P < 0.001). An unwillingness to donate oneself was noted as one of the negative impacts associated with exposure to the dissection room. Willingness to donate an organ correlated positively with the level of exposure to the dissection room (P < 0.001). Most of the reasons for unwillingness were traceable to negative perceptions of the dissection room as a result of poor and disrespectful management of the human cadavers.

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“…Some studies have reached values between 85.5% and 90% (Izunya et al, 2010;Mompeó Corredera, 2014) for this measure, and others just 15.8% (Dinsmore et al, 2001). The practice is perceived as satisfactory and students recommend it also as a way of learning anatomy (Robbins et al, 2009;Böckers et al, 2010;Bekele et al, 2011;Oyeyipo and Falana, 2012;Karau et al, 2014;Van Wyk and Rennie, 2015) (even in our case where the students have been trained in a digital environment), which is similar to data published elsewhere (Elizondo-Omaña et al, 2005;Azer and Eizenberg, 2007;Leboulanger, 2011;Qamar and Osama, 2014;Estai and Bunt, 2016). Also, up to 60% of the students suggested that the dissections offer a good opportunity to raise awareness and made them consider disease and death in more concrete sense, something that may not have happened had they not gone through this experience (Ellis, 2001;Aziz et al, 2002;Redwood and Townsend, 2011;Mompeó Corredera, 2014;Ghosh, 2017).…”

Section: Dissection Versus Other Learning Techniquesmentioning

confidence: 99%

Anxiety among Medical Students when Faced with the Practice of Anatomical Dissection

Barrientos

Criado‐Álvarez

González-González

et al. 2018

Anatomical Sciences Ed

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Practical training in the dissection of human cadavers is a fundamental and traditional component of human anatomy education in medical schools. This practice, however, can be stressful for students and can generate a certain amount of anxiety. The aim of this study is to explore the attitudes, reactions, and anxiety levels of first‐year medical students when working in the dissecting room, over a period of one year, and to relate these anxiety levels to the results of our educational program. This is a before and after descriptive study of students at the University of Castilla‐La‐Mancha. Questionnaires were distributed among them before and after their dissection practices in order to understand their feelings and emotions and their satisfaction about this activity. State‐Trait Anxiety Inventory questionnaires were used to assess the students’ ‘state anxiety’ (SA), which dropped significantly from 49.1% to 14% by the end of their first year. Female students started with higher levels of SA than their male counterparts but by the end of the year these had dropped to similar levels. Anxiety and fearful thoughts tended to drop (P > 0.05). In contrast, uncertainty levels showed significant changes, falling from 44.4% to 12.3%. Nonetheless, 100% of students would go through the experience again. Indeed, 98.2% considered that dissection practices were useful in reinforcing the theoretical aspects of their education, and 80.7% believed that dissecting was more useful than theoretical models. Although students were satisfied with dissection practices the experience cause stressful responses.

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Attitude of Preclinical Students to Cadaver Dissection in a South West Nigerian Medical School

Cited by 18 publications

References 4 publications

Reflective journals: unmasking student perceptions of anatomical education

Reflective journals: unmasking student perceptions of anatomical education

The dissection room experience: A factor in the choice of organ and whole body donation—A Nigerian survey

Anxiety among Medical Students when Faced with the Practice of Anatomical Dissection

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