IJAR.2016.469

Type of Article:  Original Research

Volume 5; Issue 1 (January 2017)

Page No.: 3333-3337

DOI: https://dx.doi.org/10.16965/ijar.2016.469

CADAVER DISROBING: A NOVEL INITIATIVE TO STIMULATE AFFECTIVE DOMAIN IN THE FIRST YEAR M.B.B.S STUDENTS

Dinesh kumar. V *1, V.K.Nim 1, S. Jayagandhi 1, Thomas Alexander 2.

*1 Department of Anatomy, Pondicherry Institute of Medical Sciences, Pondicherry, India.

2  Former Dean, Medical Education Unit, Pondicherry Institute of Medical Sciences, Pondicherry, India.

Corresponding author: Dr.V.Dinesh Kumar, Assistant Professor, Department Of Anatomy Pondicherry Institute Of Medical Sciences, Puducherry-605014, India. E-Mail: dinesh.88560@gmail.com

ABSTRACT:

First exposure to human cadaver has the potential to be a psychological trauma inducing stressor. On the other hand, this exposure can be the Launchpad to develop reflective writing and empathy amidst students.  This study aims at documenting students’ experience of this potential stressor in cognitive, behavioural, moral and affective domains. This program has also helped in reducing the disgust of most students towards cadavers. This novel desensitization program not only reduces the emotional impact among students but also helps them to prune their reflective writing and observation skills right from the early days of medical education.

Key words: cadaver dissection, hidden curriculum, reflective writing, empathy.

REFERENCES:

  1. Hafferty FW. Cadaver stories and the emotional socialization of medical students. J Health Soc Behav. 1988;29(4):344-56.
  2. Warner, J., and L. Rizzolo. Anatomical instruction and training for professionalism from the nineteenth to the twenty-first centuries. Clin. Anat. 2006;19:403-14.
  3. Houwink AP, Kurup AN, Kollars JP, Kral Kollars CA, Carmichael SW, Pawlina W. Help of third-year medical students decreases first-year medical students’ negative psychological reactions on the first day of gross anatomy dissection. Clin Anat, 2004;17:328-333.
  4. Parker LM. What’s wrong with the dead body? Use of the human cadaver in medical education. Med J Aust 2002;176(2):74-6.
  5. Kathiravan Chinniah and Sivalingam Nalliah. Reflective writing in case summary assignments. IeJSME 2012;6(1):15-20.
  6. Avrahmi E, Reis SP. Narrative medicine. IMAJ. 2009;11:216-9.
  7. Escobar-Poni B, Poni ES. The role of gross anatomy in promoting professionalism: a neglected opportunity! Clin Anat, 2006;19(5):461-467
  8. Rizzolo LJ. Human dissection: an approach to interweaving the traditional and humanistic goals of medical education. Anat Rec. 2002 Dec 15;269(6):242-8.
  9. Horne DJ, Tiller JW, Eizenberg N et al. Reactions of first-year medical students to their initial encounter with a cadaver in the dissecting room. Academic Medicine. 1990;65(10):645-646.
  10. Madill A, Latchford G. Identity change and the human dissection experience over the first year of medical training. Soc Sci Med. 2005;60(7):1637-47.
  11. Dinsmore CE, Daugherty S, Zeitz HJ. Student responses to the gross anatomy laboratory in a medical curriculum. Clinical Anatomy. 2001;14(3):231-236.
  12. Hafferty FW: Beyond curriculum reform: Confronting medicine’s hidden curriculum. Acad Med 1998;73:403-407.
  13. Aull F. Medical Humanities – Mission Statement. http://medhum.med.nyu.edu/ accessed Sept. 3rd, 2013.
  14. Terry JS. The humanities and gross anatomy: Forgotten alternatives. J Med Hum, 1985;6(2):90-98.
  15. Bolton, G. Medicine and literature: writing and reading. Journal of Evaluation in Clinical Practice, 2004;11;171-179.
  16. Kristi J Ferguson, William Iverson, Marc Pizzimenti. Constructing Stories of Past Lives: Cadaver as First Patient: “Clinical Summary of Dissection” Writing Assignment for Medical Students. The Permanente Journal 2008;12(2):89-92.
  17. Vinay Kumar V, Martin Lucas A, Vishal Kumar, Pradeep Kulal. Attitude of First year Indian Medical students towards Cadaver Dissection. Int J Anat Res 2015;3(3):1255-1258.
  18. A. Egwu, A. C. Ugwu, A. N. Eteudo, E.O. Ewunonu and C.O. Njoku. Perceptions of medical students undergoing cadaveric training: a sociocognitive perspective. Internet Journal of Medical Update 2008;3(2):8-12.
  19. Melani Rajendran S, Semmal M, Buhari AJ, Bhashi S, Rajendran P. Evaluation of the Emotional Impact of Cadaver Dissection in Medical Students at the Entry Level International Journal of Anatomical Sciences 2011;2(2):26-30.
  20. Erich Brenner and Diogo Pais. The philosophy and ethics of anatomy teaching. Eur J Anat, 2014;18(4):353-360.
  21. Bohl M, Bosch P, Hildebrandt S. Medical students’ perceptions of the body donor as a “First Patient” or “Teacher”: A pilot study. Anat Sci Educ, 2011;4(4):208-213.

Cite this article: Dinesh kumar. V, V.K.Nim, S. Jayagandhi, Thomas Alexander. CADAVER DISROBING: A NOVEL INITIATIVE TO STIMULATE AFFECTIVE DOMAIN IN THE FIRST YEAR M.B.B.S STUDENTS. Int J Anat Res 2017;5(1):3333-3337. DOI: 10.16965/ijar.2016.469
Share this Research
Share on FacebookShare on Google+Tweet about this on TwitterShare on LinkedInEmail this to someonePrint this pagePin on Pinterest