Attitudes of healthcare students on gross anatomy laboratory sessions

Abstract

At Chiba University, gross anatomy laboratory sessions (''laboratories'') are required for physical therapy students. Though most physical therapy schools require their students to participate in laboratories so that they will better understand the structure of the human body, few data exist on the value of these laboratories specifically for physical therapy students. We administered questionnaires to physical therapy undergraduate students both before and after they participated in laboratories. Questionnaire items focused on student attitudes toward the laboratories and on human life and dignity. Data from 83 students were analyzed, with the following results: (1) 74.7% of students had a positive attitude about attending laboratories before doing so; (2) with few exceptions, students' attitudes about upcoming laboratories grew more positive after experiencing the laboratory work (P < 0.001); (3) laboratories caused students to contemplate the topics of human life and dignity; and (4) 83.1% of students hoped to participate in laboratories at least four times. These results indicate that laboratories reinforce physical therapy students' positive attitudes about laboratory learning and promote student reflection on human life and dignity. This study provides support for the implementation of multiple laboratory sessions using cadavers into a uniform curriculum for physical therapy students in Japan.

The anatomy of anatomy: A review for its modernization

“…Learning professionalism or rather yet ''proto-professionalism'' (Slotnick and Hilton, 2006), the period between the initial days of medical school and independent practice, enables students to reflect on the logic and ethical implications behind cadaver donation (Pawlina and Lachman, 2004;Gunderman, 2008). Hence, self-reflection and emotional pressure develops the maturity (Netterstrøm and Kayser, 2008;Kawashiro et al, 2009) and empathy (Warner and Rizzolo, 2006) that is required from early on to face other difficult questions, such as the bio-psycho-social impact on the donors' families, especially in context with differing cultures and the absence of religious processions.…”

Medical students' perception of cadaver and, their attitudes towards using the cadaver in education.

“…Bu imkanlardan en çok yararlanan alanlardan biri de anatomidir. Özellikle anatomi laboratuvar derslerinin tıp fakültesi ve sağlıkla alakalı diğer fakültelerin öğrencileri için hem eğitime önemli katkı sağlaması hem de mesleki bir tutum geliştirmeye olanak vermesi açısından çok değerli bir ortam olduğu belirtilmektedir (1,2,3). Teknolojideki gelişmelerin ortaya koyduğu gelişmiş maket ve üç boyutlu modelleme gibi olanaklara rağmen kadavra diseksiyonu anatomi derslerinin en önemli bileşeni olma özelliğini korumaktadır (4,5,6).…”

Differences of Interest in Human Body Structures Among Paramedics from Various Specialized Fields: A Study Aiming at an Effective Anatomical Instruction

“…Thus, they can assess the real-life size and location of organs, feel the texture, membrane structure, and connective tissues, which cannot be exactly replicated in models, and gain knowledge about individual variations and changes due to aging or disease. In some reports published in Japan and other countries, anatomical observations can enhance the understanding of human anatomy (Kobayashi 1998; Doumoto et al 1999 Kawashiro et al (2009) reported that anatomical observation is expected to increase the desire for employment and raise awareness among healthcare professionals. In addition, these anatomical observations can arouse a sense of awe regarding the human body and a sense of gratitude to the donors and their bereaved families (Kawashiro et al 2009; Ghosh 2017a; Saw 2018).…”

“…In some reports published in Japan and other countries, anatomical observations can enhance the understanding of human anatomy (Kobayashi 1998; Doumoto et al 1999 Kawashiro et al (2009) reported that anatomical observation is expected to increase the desire for employment and raise awareness among healthcare professionals. In addition, these anatomical observations can arouse a sense of awe regarding the human body and a sense of gratitude to the donors and their bereaved families (Kawashiro et al 2009; Ghosh 2017a; Saw 2018). For these reasons, training schools for healthcare professionals (paramedical staff) in Japan actively incorporate anatomical observation in their curriculum (Doumoto et al 1999;Kawamata et al 2015) and implement observations with the aid of an anatomy laboratory at medical and dental departments.…”