Saylam Canan, Coskunol H
Department of Anatomy, Ege University Faculty of Medicine, 35100, Born ova, Izmir, Turkey.
Surg Radiol Anat. 2005 Mar;27(1):74-7. doi: 10.1007/s00276-004-0285-4. Epub 2004 Oct 29.
Dissection of a human body during an anatomy course raises questions about invasion of privacy, cadaver sources, dying and death for medical students. The technical orientation in any medical education process tends to motivate students towards a purely biological view of the human body. An orientation lesson was performed, including technical instructions, with particular emphasis on how to deal with emotions. Two hundred and forty-two second-year students were asked to complete a questionnaire and two State-Trait Anxiety Inventory (STAI) self-reports. One hundred and two students participated in an orientation lesson (group A) and 140 students did not (group B). Data were analyzed using SPSS. The t-test and chi-square test were used to evaluate differences between the groups. Group A students showed significantly better performance in both a verbal anatomy examination and multiple-choice test than group B students (p=0.001). There were no differences between group A and B students in the state and trait anxiety levels, willingness to donate their body or organs, belief in life after death, social activity or gender. The goal of including consideration of psychosocial factors in an anatomy course would allow students a thoughtful interpretation of their laboratory experience in the context of their professional development as physicians.
在解剖学课程中对人体进行解剖会引发医学生关于隐私侵犯、尸体来源、濒死与死亡的问题。任何医学教育过程中的技术导向往往会促使学生形成对人体的纯粹生物学观点。开展了一次入门课程，包括技术指导，特别强调如何应对情绪。242名二年级学生被要求完成一份问卷以及两份状态-特质焦虑量表（STAI）自评报告。102名学生参加了入门课程（A组），140名学生未参加（B组）。使用SPSS对数据进行分析。采用t检验和卡方检验来评估两组之间的差异。A组学生在解剖学口试和多项选择题测试中的表现均显著优于B组学生（p = 0.001）。A组和B组学生在状态焦虑水平、特质焦虑水平、捐赠遗体或器官的意愿、对死后生命的信念、社交活动或性别方面均无差异。在解剖学课程中纳入对社会心理因素的考量这一目标，将使学生能够在其作为医生的职业发展背景下，对其实验室经历进行深入思考。
