Korean journal of medical education

The Korean Society of Medical Education (한국의학교육학회)
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Reactions of First-Year Medical Students to Cadaver Dissection and Their Perception on Learning Methods in Anatomy

시신 해부에 대한 학생들의 반응과 해부학 학습 방법에 대한 인식

  • Lee, Young Hee (Department of Medical Education, Korea University College of Medicine) ;
  • Lee, Young-Mee (Department of Medical Education, Korea University College of Medicine) ;
  • Kwon, Soonwook (Department of Anatomy, Korea University College of Medicine) ;
  • Park, Sun-Hwa (Department of Anatomy, Korea University College of Medicine)
  • 이영희 (고려대학교 의과대학 의학교육학교실) ;
  • 이영미 (고려대학교 의과대학 의학교육학교실) ;
  • 권순욱 (고려대학교 의과대학 해부학교실) ;
  • 박선화 (고려대학교 의과대학 해부학교실)
  • Published : 2011.12.01
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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.

Keywords

References

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