Help of third‐year medical students decreases first‐year medical students' negative psychological reactions on the first day of gross anatomy dissection

Abstract

The assistance of third-year medical students (MS3) may be an easy, inexpensive, educational method to decrease physical and emotional stress among first-year medical students (MS1) on the first day of gross anatomy dissection. In the academic years 2000-2001 and 2001-2002, a questionnaire on the emotional and physical reactions on the first day of dissection was distributed to 84 MS1 at Mayo Medical School (Rochester, MN); 74 (88%) responded. Student perceptions were assessed on a 5-point Likert scale. The 42 second-year medical students (MS2) whose first academic year was 1999-2000 were used as a control group, because they had not had assistance from MS3. MS2 completed the same questionnaire (59% response rate). Data were collected from MS1 on the day of their first gross anatomy dissection. The most frequent reactions were headache, disgust, grief or sadness, and feeling light-headed. Significant differences (alpha < 0.05) were found with use of the chi(2) test to compare the emotional and physical reactions of MS1 and MS2. MS1 had significantly fewer physical reactions (64% vs. 88%), reporting lower levels of anxiety (23% vs. 48%), headache (14% vs. 36%), disgust (9% vs. 20%), feeling light-headed (11% vs. 24%), and reaction to the smell of the cadaver and laboratory (8% vs. 52%). MS1 commented that having MS3 at the dissection table was extremely helpful. They relied less on their peers and felt they learned more efficiently about the dissection techniques and anatomical structures. Using MS3 as assistants is one method to reduce fear and anxiety on the first day of gross anatomy dissection.

Attitudes of healthcare students on gross anatomy laboratory sessions

“…In previous studies of medical students, the gross anatomy laboratory has occasionally led to emotional problems (Gustavson, 1988;Finkelstein and Mathers, 1990;Horne et al, 1990;Dickinson et al, 1997;Dinsmore et al, 1999Dinsmore et al, , 2001Houwink et al, 2004). Our results are consistent with these findings.…”

“…Six students were ambivalent, saying such things as, ''I was resistant to touch the cadavers, but I was able to learn in the laboratories.'' DISCUSSION Anatomy laboratories have previously been shown to be valuable educational environments for medical students (Gustavson, 1988;Finkelstein and Mathers, 1990;Horne et al, 1990;Dickinson et al, 1997;Dinsmore et al, 1999;Dinsmore et al, 2001;Houwink et al, 2004). This study indicates that laboratories also represent significant learning experiences for physical therapy students.…”

“…Houwink et al (2004) reported that having third-year medical students as assistants decreased first-year medical students' negative psychological reactions. At Chiba University, medical students serve as teaching assistants who taught human body to healthcare students in laboratories, and most medical students who served as assistants reported that the act of teaching stimulated their own learning (Kawashiro et al, 2008).…”

“…The gross anatomy laboratory can be emotionally trying for medical students (Gustavson, 1988;Finkelstein and Mathers, 1990;Horne et al, 1990;Dickinson et al, 1997;Dinsmore et al, 1999Dinsmore et al, , 2001Houwink et al, 2004), and a traumatic experience in the gross anatomy laboratory can influence future patient interactions (Gustavson, 1988;Finkelstein and Mathers, 1990;Bourguet et al, 1997). We believe that these findings may apply not only to medical but also to physical therapy students, but few data are available on this topic.…”

Cadaver Disrobing: A Novel Initiative to Stimulate Affective Domain in the First Year M.B.B.S Students

“…Emotions can be varying from an excitement to anxiety, upon the initial encounter. Students learn rapidly to develop a coping mechanism that enables them to depersonalize cadaver dissection [3]. Students who have experience with the dead body will be better equipped to deal with issues surrounding death and more aware of medical uncertainty, which will make them better clinicians [4].…”