Effects of cadaver dissection on the attitudes of medical students

Abstract

A study was conducted to determine whether the attitudes of medical students to death and caring changed during the 3 months following exposure to cadaver dissection. All first-year students were invited to complete a questionnaire immediately before their initial cadaver dissection experience, after 6 weeks, and after a further 3 months. The questionnaire reflected attitudes to death, violent death, death of someone known to the respondent and caring when someone known to the respondent is seriously injured. Ethnicity and previous exposure to dying has no effect on responses, but overall men students' reactions were significantly less than for women (P < 0.001). The responses given on the final part of the questionnaire after 3 months were significantly lower than those to most questions in the first part of the questionnaire. The exceptions were those questions where the subject in the given scenario was known to the respondent, where reactions were rated significantly greater (P < 0.001) in the follow-up questionnaire and can be explained on the basis that they were a personal referent. Students rapidly develop a coping mechanism which enables them to view cadaver dissection as an occupation quite divorced from living human beings. During these early months of training solicitude decreases for those who die who are unknown to them, but concern for personal referents increases. Educators should be aware of the dramatic change of attitudes among students and the process of professionalization which might influence their caring of future patients.

Identity change and the human dissection experience over the first year of medical training

“…This reflects previous findings that medical students often utilise defensive strategies to minimise anxieties arising from conducting human dissection (e.g., Abu-Hijelh et al, 1997;Charlton et al, 1994;Sanner, 1997). Smith and Kleinman (1989) noted how defensive strategies, such at overly intellectualising the process of human dissection, could allow students to become more involved in the process of learning in which they "gradually come to see the human body as an interesting object, separate from the person" (p. 65).…”

“…However, there was disagreement on whether the experience was essentially traumatic or simply significant for identity formation. More recently, the human dissection experience is seen as a way to educate students about death and dying within a humanistic framework (Marks, Bertman & Penney, 1997;Rizzolo, 2002), particularly as studies confirmed the rapid development of coping mechanisms that could predispose students to distance themselves from patients (e.g., Charlton, Dovey, Jones & Blunt, 1994).…”

Preference of Medical Students of Formaldehyde Preserved Cadaveric Dissection Versus Pre-Dissected Specimens as a Teaching Tool in Human Anatomy

“…It is interesting to note that the majority of the students who had difficulties were female students. This is also reflected in the Indian study 1 as well as in few other studies published previously 2,3,4 .…”

Students' Opinions on Autopsy and Death

“…19 These reactions are aggravated because students are not prepared psychologically for what they see during an autopsy. 7,22 The experience of medical procedures, such as the dissection of a corpse and surgical operations, are frightening and emotionally traumatic. 7 Some students report severe disturbances, such as nightmares, after post-mortem dissections.…”