Reactions of First-Year Medical Students to Cadaver Dissection and Their Perception on Learning Methods in Anatomy.
- Author:
Young Hee LEE
1
;
Young Mee LEE
;
Soonwook KWON
;
Sun Hwa PARK
Author Information
1. Department of Medical Education, Korea University College of Medicine, Seoul, Korea. ymleehj@korea.ac.kr
- Publication Type:Original Article
- Keywords:
Anatomy;
Dissection;
Reaction;
Perception;
Medical student
- MeSH:
Anxiety;
Appetite;
Cadaver;
Cross-Sectional Studies;
Crying;
Depression;
Dizziness;
Eye;
Guilt;
Headache;
Humans;
Learning;
Lectures;
Nausea;
Students, Medical;
Surveys and Questionnaires
- From:Korean Journal of Medical Education
2011;23(4):275-283
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of this study was to investigate the reactions of medical students to cadaver dissection and their preferred learning methods in studying anatomy. METHODS: Participants were 110 first-year medical students 57 from a pre-medical course and 53 from the graduate entry level. A self-reported questionnaire survey was used to assess students' emotional and physical reactions to their encounters with cadavers in the dissecting room and their preferred teaching and learning methods and materials. Frequency, paired t-test, and cross-sectional analyses were conducted. RESULTS: Most students experienced negative physical symptoms, such as eye soreness (72%), mile headache or dizziness (40%), headache (18%), decrease in appetite (17%), nausea (15%), and disgust (10%), in the first encounter with a cadaver in the dissection room. They also experienced adverse emotional responses, such as surprise (38%), depression (37%), sadness (23%), fear (23%) and feelings of guilt (19%), anxiety (17%), and crying (2.7%). However, most of these reactions decreased significantly 8 weeks later, except for nausea. Regarding teaching and learning methods, students reported that lectures and cadaver dissections were the most helpful methods in studying anatomy. CONCLUSION: The results shows that initial encounters with a cadaver in the dissecting room caused emotional and physical distress to first-year medical students, but most students adapted gradually to the stressful learning environment. In addition, students regarded cadaver dissection as one of the most helpful learning experiences in studying anatomy.
