Effects of a “silent mentor” initiation ceremony and dissection on medical students’ humanity and learning

Abstract

ObjectivesMany medical schools in Taiwan have adopted a dignified “silent mentor” initiation ceremony to strengthen student’s medical humanity and increase their learning attitudes. This ceremony consists of introductions of the body donor’s conduct and deeds, wreath-laying, and a tea party. However, few empirical studies have examined the influences of the ceremony and dissection on medical humanity. This study explored if the initiation ceremony and the course can help students care more about others, develop more positive attitudes toward death, improve learning effectiveness in the course, and decrease negative emotions the first time they see a cadaver.MethodsThe Attitudes Towards Death and Love and Care subscales of the life attitude inventory, Learning Effectiveness of Gross Anatomy Laboratory Scale (LEGALS), and Emotional Reactions Towards Cadavers Scale were adopted to examine differences before (T1) and after (T2) medical students attended an initiation ceremony at a university in northern Taiwan. Whether these effects lasted to the end of the semester (T3) was also tested.ResultsAfter the ceremony, students’ attitudes towards death increased, negative emotions towards cadavers decreased, but love and care and the LEGALS did not significantly change. Data from T3 showed a similar pattern, but high-level emotions (e.g., being respected, cherished, and grateful) and the LEGALS were significantly higher than those at T1.DiscussionThe initiation ceremony, which showed a body donor’s deeds and attitudes toward life and death when they were alive, could help medical students gain more mature attitudes towards death and decreased negative emotions. Learning between T2 and T3 might have caused significant changes in high-level emotions and the LEGALS at T3. Arranging reflective writing with guided discussion by a teacher before and after the ceremony is highly recommended.

Nursing Students’ Perceptions of a Silent Mentor Program in an Anatomy Course

“…Through the silent mentor program, an intimate relationship develops between medical students, cadavers, and the families of silent mentors (Chen et al, ; Chang, ). Many medical schools have duplicated this successful experience of silent mentor programs (Johnson, ; Santibañez et al, ; Chiou et al, ; Saw, ); this has enriched both professional skills and humanistic spirit. The body donation campaign model used by the university is now being used by other teaching institutions in Asia (Saw, ).…”

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

“…A similar approach has been found in Mulu and Tegabu study: Instructors are recommended to adequately prepare students mentally and emotionally before the commencement of the dissection session for an exciting and stress-free anatomy learning through dissection. In addition: The initiation ceremony, which showed a body donor's deeds and attitudes toward life and death when they were alive, could help medical students gain more mature attitudes towards death and decreased negative emotions (5,31,32).…”

Is Cadaver Still Needed in Medical Education?

“…16,17 Pemanfaatan cadaver memberi manfaat yang besar dan bermakna, meliputi pengalaman emosional yang mendalam, menumbuhkan penghargaan terhadap jasad manusia yang sangat berpengaruh bagi pembentukan perilaku professional para mahasiswa. [18][19][20][21][22] Alhassan & Majeed 23 menunjukkan adanya persepsi positif yang kuat terhadap diseksi cadaver dalam pembelajaran anatomi pada institusi yang menggunakan kurikulum Problem-based learning (PBL) di Ghana. Para mahasiswa umumnya sepakat bahwa diseksi cadaver memperdalam pemahaman anatomy (87.9%), membekali pemahaman yang lebih baik untuk ujian ketrampilan klinis (66.7%), memperkuat penghormatan terhadan tubuh manusia (66.6%), membekali pemahaman yang lebih baik tentang akibat trauma (69.7%), dan membuat pembelajaran lebih menarik.…”