Dissection as a modulator of emotional attitudes and reactions of future health professionals

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

doi:10.1111/j.1365-2923.2008.03079.x

Cited by 114 publications

(130 citation statements)

References 23 publications

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“…More recently, a teaching environment centered around dead bodies was interpreted as counter to furthering the behavior of the student as doctor (McLachlan and Patten, 2006). With other effective teaching methods available, the dissection experience was claimed to present an unnecessary health risk and unnecessary psychological stress for students (Arrá ez-Aybar et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

The gross anatomy course: An analysis of its importance

Böckers

Jerg-Bretzke

Lamp

et al. 2010

Anatomical Sciences Ed

177

183

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The gross anatomy dissection course is a cost-intensive piece of undergraduate medical education that students and professionals alike describe as very important within the overall medical curriculum. We sought to understand more explicitly students' valuation of gross anatomy as an ''important'' course and so developed a quantitative longitudinal questionnaire. Medical students (n 5 124) enrolled in the winter term 2006/2007 gross anatomy course at the Ulm University Faculty of Medicine were surveyed anonymously prior to, in the middle of, and at the end of the dissection course. Subgroups of students expressing rising or falling opinions of course value were identified and correlated with student opinions about the course's ability to convey professional competencies. Fivepoint Likert scales were used for each survey item, which included such standardized instruments as the NeoFFI, BSI, and FBM. The study confirmed that medical students believe dissection to be valuable. Students indicated that participation in the course facilitated acquisition of anatomy knowledge as well as skills related to teamwork, coping with stress, and, to a lesser extent, time management. Students also noted that they developed less empathy than expected beforehand. Significant subgroup differences were observed relative to the competencies of teamwork, stress coping strategies, and empathy, as well as in students' stress levels associated with having to take a dissection course. Our study builds on previous work that has shown dissection courses help students develop professional competencies. The increase in professionalism might be a reason for the generally high value students place on the gross anatomy dissection course, Anat Sci Educ 3:3-11, 2010.

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Section: Introductionmentioning

confidence: 99%

The gross anatomy course: An analysis of its importance

Böckers

Jerg-Bretzke

Lamp

et al. 2010

Anatomical Sciences Ed

177

183

View full text Add to dashboard Cite

show abstract

“…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. Instead, students are encouraged to develop coping mechanisms and support systems before starting their emotionally demanding careers (Pabst, 2002;Warner and Rizzolo, 2006;Arrá ez-Aybar et al, 2008;Netterstrøm and Kayser, 2008) while fostering sensitivity to dying (Pawlina and Lachman, 2004).…”

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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“…Undergraduate students, learning anatomy in classes, have been instructed by the use of atlases, prosected cadaver specimens, artificial models, and multimedia packages [10,11]. Although prosected cadaver specimens facilitate understanding of the structural details of organs, they also have a negative side, in that they are expensive, brittle, and emotionally disturbing for some students [12]. However, the senses of touch and sight are missing when using atlases and multimedia packages [13].…”

Section: Discussionmentioning

confidence: 99%

The plastinated porcine heart specimen for learning echocardiography

Suenaga¹

2017

Integr Mol Med

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With recent developments in echocardiography, most operators need to be familiar with cross-sectional cardiac anatomy. However, the precise spatial relationships of the components of the heart can be difficult to understand. Plastination has been known as an excellent technique that helps to keep anatomical specimens in a dry, firm, shape-preserved condition. In this paper, the method of producing plastinated pig heart specimens for learning echocardiography is described. The final specimens show the detailed structure of the heart, which provides students and beginners who are training for echocardiography a better chance of developing a three-dimensional understanding of the heart.

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Dissection as a modulator of emotional attitudes and reactions of future health professionals

Abstract: The practice of anatomy allows the student to learn how to face up to and adapt his or her emotional reactions and attitudes; this gives human cadaver dissection great importance as an educational strategy and as a professional training tool in technical and emotional skills training.

Cited by 114 publications

References 23 publications

The gross anatomy course: An analysis of its importance

The gross anatomy course: An analysis of its importance

The anatomy of anatomy: A review for its modernization

The plastinated porcine heart specimen for learning echocardiography

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