Cadaver as a first teacher: A module to learn the ethics and values of cadaveric dissection

D’Souza, Antony Sylvan; Kotian, Sushma R; Pandey, Arvind Kumar; Rao, P. L. N. G.; Kalthur, Sneha Guruprasad

doi:10.1016/j.jtumed.2020.03.002

Cited by 36 publications

(45 citation statements)

References 23 publications

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“…Therefore, the benefits of introducing the humanistic and ethical component to anatomy appeared to reap some benefits for our cohort. Similar studies have reported the benefits of anatomy in this regard [ 23 – 27 ]. This is in stark contrast with the previously promoted approaches such as the “detached concern” which was thought to promote medical students’ well-being while dealing with cadavers [ 2 , 3 ].…”

Section: Discussionsupporting

confidence: 62%

“…All these benefits of engagement in ceremonies have been reported in a variety of settings elsewhere [ 35 ] thereby placing anatomy at the core of early inculcation of humanist values in preclinical medical training [ 42 ]. Although most studies reported lacking a formal curriculum [ 27 , 46 ], the utility of such programs continues to appear frequently in recent literature [ 47 ]. Herein, we reflected on our practical steps towards fostering humanistic medical practice using gross anatomy dissections and gratitude ceremony rituals early in the anatomy curriculum.…”

Section: Discussionmentioning

confidence: 99%

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Cultivation of humanistic values in medical education through anatomy pedagogy and gratitude ceremony for body donors

et al. 2020

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Background One of the most important objectives of modern medical education is to empower medical students to become humanistic clinicians. Human anatomy plays a crucial role in this mission by using cadavers to cause reflections on death, dying, illness, and the role of medical practitioners in humanistic care. The objective of this study was to introduce, describe, and evaluate the impact of a ceremony in honor of the body donors on ethical and humanistic attitudes of medical students. Methods We used a phenomenological research approach to explore and understand the lived experiences of the anatomy teachers as they teach anatomy in the context of humanism and ethics. A separate survey of third-year medical students was carried out to understand their perceptions of changes in themselves, respect for donors and donor families, and their relationship with patients. Data were collected in two phases: a desktop review of teaching materials followed by in-depth interviews of the main anatomy teachers followed by a self-administered, 5-item Likert scaled questionnaire given to students. Results In the present article, we describe the rituals conducted in honor of body donors at our School of Medicine. We also describe the lived experiences of anatomy teachers as they work on improving humanistic education quality through the introduction of the concept of “silent mentor” which refers to a cadaver that quietly allows medical students to learn from it. In turn, a ceremony in honor of body donors who have altruistically donated their bodies so that learning anatomy through dissection would be possible is also introduced. A survey of the impact of the ceremony in honor of body donors on medical students revealed positive responses in terms of promoting studying anatomy (3.96 Vs 3.95) as well as reflections on own death (4.44 Vs 4.35), the life of body donors (4.07 Vs 4.04), and how to humanely view future patients and their significant others (4.32 Vs 4.24) relative to those that did not attend the ceremony (5-item Likert scale). The majority of the students that attended the ceremony also indicated that it had a positive impact on their future doctor-patient relationship, thinking about the possibility of donating their body for teaching as well as about medical ethics. Most of them also think that attending the ceremony helped reduce their anxiety, fear, and disgust of seeing corpses or dissecting and 90% insisted that memorial ceremonies should continue being conducted at Zhongshan Medical School. Conclusion The combination of the anatomy component of the basic medical curriculum and gratitude ceremonies as well as activities to promote body bequeathal programs might help to accomplish the goal of cultivating high-quality medical students and professionals for the future. The long-term benefits would be a medical graduate who exudes empathy, relates well with patients and their significant others, leading to a productive doctor-patient relationship.

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Section: Discussionsupporting

confidence: 62%

Section: Discussionmentioning

confidence: 99%

Cultivation of humanistic values in medical education through anatomy pedagogy and gratitude ceremony for body donors

et al. 2020

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“… 28 29 In addition, the cadaver dissection laboratory is the space where medical students meet their first patient and this significantly affects students' medical professionalism. 30 31 32 33 34 Furthermore, offline dissection laboratories can provide communication between instructors and students to enhance teamwork among pupils, which can only partly be accomplished in online classes. Our results indicate that flipped learning methods with offline hands-on cadaver dissection have a positive impact on student achievement.…”

Section: Discussionmentioning

confidence: 99%

Adaptations in Anatomy Education during COVID-19

et al. 2021

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“…It has been considered that cadaveric dissection is useful not only for learning anatomy but also in the interests of ethics and humanity (Souza, Kotian, Pandey, Rao, & Kalthur, 2020). As the expansion of “medical education” has limited the time and lab space available for “anatomy education”, the quality of anatomy teaching could be seriously impaired (Zhang et al, 2019).…”

Section: Dissectionmentioning

confidence: 99%

A review of anatomy education during and after the COVID‐19 pandemic: Revisiting traditional and modern methods to achieve future innovation

et al. 2020

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The coronavirus disease 2019 (COVID‐19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17 th century. As it is difficult to predict future access to cadavers for students or in‐person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education. This article is protected by copyright. All rights reserved.

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Cadaver as a first teacher: A module to learn the ethics and values of cadaveric dissection

Cited by 36 publications

References 23 publications

Cultivation of humanistic values in medical education through anatomy pedagogy and gratitude ceremony for body donors

Cultivation of humanistic values in medical education through anatomy pedagogy and gratitude ceremony for body donors

Adaptations in Anatomy Education during COVID-19

A review of anatomy education during and after the COVID‐19 pandemic: Revisiting traditional and modern methods to achieve future innovation

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