Cadaver dissection: A positive experience among Saudi female medical students

Rajeh, Nisreen; Badroun, Lutfiah E.; Alqarni, Asma Kamel; Alzhrani, Basmah A.; Alallah, Bashaier S.; Almghrabi, Sara A.; Almalki, Lama A.

doi:10.1016/j.jtumed.2016.07.005

Cited by 16 publications

(14 citation statements)

References 15 publications

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“…90% of the participants disagreed on comparative usefulness of these modalities. This result was contradictory to the findings documented by Rajeh NA et al, 20 who reported only 59% of the student not in favor of using newer technologies.…”

Section: Discussioncontrasting

confidence: 92%

“…Indeed, prosected specimen would not give the similar orientation as the firsthand experience of cadaveric dissection. Agnihotri & Sagoo et al 14 and Rajeh NA et al 20 reported the similar opinion to be 83.66% and 81% respectively. Similar observation was seen for the opinion of participants about the usage of alternative teaching methodology like plastic models, plastinated specimens and virtual reality based learning for studying human anatomy.…”

Section: Discussionmentioning

confidence: 77%

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Importance of the human cadaveric dissection for learning anatomy by the first year MBBS students – An observational study

Chaudhari¹,

Sonawane²,

Singel³

2020

IJCAP

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Medical as well as paramedical students are first exposed to the subject of Anatomy and cadaveric dissection during commencement of their studies. The cadaveric dissection is said to be an essential component to the anatomy curriculum. In recent times, with advancing technologies newer methods of learning anatomy have also been introduced. Objective: The objective of the present study was to evaluate and understand the approach, understanding and views of the first year medical students towards the cadaveric dissection as well as its impact. Materials and Methods: This study was conducted on a cohort of the first year medical student, where a total of 324 students of first year MBBS were recruited and circulated a preset proforma of questions in the form of two separate questionnaires. The responses of the students were recorded and analyzed. Observations and Results: It was observed that 97% of the students considered the cadaveric dissection an integral part of the anatomy curriculum. Majority of them were of the view that newer technologies are not superior to the traditional dissection. Various symptoms were found to be less prevalent amongst the students which could be the result of prior counseling. Conclusion: Cadaveric dissection remains an inseparable part of the first year anatomy curriculum. Students are of view that it is the best method to learn anatomy. Newer methods to learn anatomy could be additional aids to facilitate the anatomy learning, but cannot replace cadaveric dissection. Practice of counseling of the students before the first exposure to cadavers eases the emotional and physical impact up to a great extent.

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Section: Discussioncontrasting

confidence: 92%

Section: Discussionmentioning

confidence: 77%

Importance of the human cadaveric dissection for learning anatomy by the first year MBBS students – An observational study

Chaudhari¹,

Sonawane²,

Singel³

2020

IJCAP

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“…The ethical acceptability of cadaver dissection as agreed by most students irrespective of religion indicates that cadaver is a valuable gift to medical education. This is supported by the findings of Agnihotri and Sagoo [15] and Rajeh et al [16] Our students agreed that cadaver dissection should not be replaced with plastic models or 3D images (75.6%) and is the best method of learning anatomy (95.1%). Self or instructor assisted dissection was preferred by 92.7% of our respondents to studying prosect-ed specimen or dissected cadaver.…”

Section: Discussionsupporting

confidence: 83%

Physical and emotional impact of cadaver dissection on innovative medical education students: a survey in Ethiopia

Abebe¹

2018

Anatomy

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Objectives: Although many studies have been conducted worldwide to investigate the positive and negative experiences of the cadaver room, there is no documented research in medical schools delivering the new innovative medical education (NIME) curriculum which involves teaching students who already receive a bachelor degree in any natural science including health sciences and having at least two years of work experience. Therefore, this study aimed to assess the effect of cadaver dissection both physically and emotionally on NIME students. Methods: A survey was done on 82 first and second-year NIME students using standard structured questionnaire. The students were evaluated according to gender, religion and ethnicity.Results: Students experienced multiple symptoms in the dissection room. The most prevalent physical symptoms were nausea (32%), palpitation (20.7%) and sweating (17.1%). In addition to these, sadness (41.5%), fear (34.1%) and worry (29.3%) were mostly reported emotional experiences. Females were more significantly nervous than males (p=0.03). Students of Oromo ethnicity reported a significantly higher degree of fainting (p=0.03), dizziness (p=0.02), and palpitation (p=0.02) than other ethnic students. Sweating and breathlessness were significantly decreased in year two compared to year one students (p<0.05). The smell of the cadaver was the most stressing aspect of the cadaver room. Females had nightmares more significantly than males in the post-dissection period (p=0.04). Conclusion:Students experience a variety of physical and emotional symptoms during dissection. These can affect the performance of the students. this study provides data for these symptoms in NIME students, and their relation to gender, religion and ethnicity.

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“…A question in the study of Agnihotri and Sagoo from the research publications we investigated the ethical acceptability of the cadaveric dissection, and a similar question was also investigated in the Rajeh et al (11,12).…”

Section: Discussionmentioning

confidence: 99%

Publications relating to the reactions of medical students to human cadavers and ethics

Karataş

2018

Acta bioeth.

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Objectives: Faculty of Medicine students are practicing on a human cadaver in the course of education especially in Anatomy lessons. There are some physical, emotional, and ethical problems that students have experienced with participation in these lessons. In some publications we have reviewed issues regarding these, we aimed to reveal whether ethical issues are being addressed. Methods: We conducted literature searches by writing the clues "Publications relating to the Faculty of Medicine student's reactions to cadavers lessons and ethics" on search engines on the internet. By examining the articles obtained, we investigated whether students are experiencing problems, especially on ethics. Results: 28 articles (90.3%) were original research, 2 (6.4%) were reviews and 1 (3.2%) was a book. Only 6 out of these studies (19.3%) have addressed ethical issues. In our research, quite a few publications (19.3%) have been found that dealt with ethical problems in cadaver lessons. Human body dissection during an anatomy course for the first-year medical students raises questions about invasion of privacy, cadaver sources, dying, and death. Conclusion: Detailed reviews of the situations that causes ethical problems in the studies to be done in this direction are thought to be beneficial to the medical faculties students education.

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Cadaver dissection: A positive experience among Saudi female medical students

Cited by 16 publications

References 15 publications

Importance of the human cadaveric dissection for learning anatomy by the first year MBBS students – An observational study

Importance of the human cadaveric dissection for learning anatomy by the first year MBBS students – An observational study

Physical and emotional impact of cadaver dissection on innovative medical education students: a survey in Ethiopia

Publications relating to the reactions of medical students to human cadavers and ethics

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