Department of Medical Sciences, School of Occupational Therapy, Speech Therapy, and Nursing, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain.
La Pueblanueva Health Centre, Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain.
Anat Sci Educ. 2017 Sep;10(5):487-494. doi: 10.1002/ase.1699. Epub 2017 May 4.
Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety-inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before-and-after cross-sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State-Trait Anxiety Inventory questionnaires (STAI-S and STAI-T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI-T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI-S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487-494. © 2017 American Association of Anatomists.
人体解剖学教育通常采用尸体解剖和解剖标本检查的基本实践。然而，学生接触人体尸体和面对死亡可能会感到压力和焦虑。本研究旨在了解言语治疗学生在解剖室中经历的态度、反应、恐惧和焦虑状态。为此，对首次参加解剖课程的言语治疗学生进行了前后横断面分析。在练习前后进行了匿名问卷调查，以了解学生的感受和情绪。使用状态-特质焦虑量表问卷（STAI-S 和 STAI-T）评估焦虑水平。研究结果表明，使用 STAI-T 测量的基线焦虑水平在解剖室体验过程中保持稳定且不变（P>0.05）。使用 STAI-S 测量的情绪焦虑水平从 15.3 点降至 11.1 点（P<0.05）。在研究的初始阶段，在与解剖室环境没有任何接触之前，有 17%的学生感到焦虑，而在课程结束时，这一比例没有变化（P>0.05）。总共有 63.4%的学生描述了对生死的思考。课后，100%的学生推荐解剖练习，平均得分为 9.1/10 分。解剖学是健康科学学生的重要学科，解剖和切片练习经常涉及一系列不舒服和有压力的体验。在解剖室的经历可能会挑战一些学生的情绪平衡。然而，学生认为这种练习对他们的教育非常有用，并推荐它。解剖学教育 10：487-494。©2017 年美国解剖学家协会。
