Columbia University, New York, USA.
University of Sydney, Sydney, Australia.
Ann Anat. 2021 Sep;237:151741. doi: 10.1016/j.aanat.2021.151741. Epub 2021 Apr 21.
Medical and dental students' feelings and thoughts about the topic of death and life's passing are often associated with learning in the gross anatomy course, when students begin working with a deceased body donor in order to study human anatomy. Little is known of whether the format of anatomy teaching has an impact on these experiences. An observational study was performed to capture the initiation of students' sentiments on the topic of life's passing during the anatomy course at 14 international universities, identify common themes regarding these thoughts, and to study the connection to variations in anatomy course formats and included elements.
Preclinical anatomy students reflected on one question (i.e., "How did your experience in the anatomy laboratory bring about your reflections on the meaning of life and human existence as well as the sanctity of one's passing?"). Written assignments were collected and anonymously coded. Information on anatomy courses was obtained via faculty questionnaires.
A variety of themes were identified at the different schools, correlated with different anatomy formats and elements. Results indicate that the courses that offer hands-on cadaveric dissections may play an important role in triggering these sentiments.
The initiation of students' sentiments about the topic of death varies and includes several themes. There can be a connection to the way anatomy is taught, particularly if hands-on comprehensive cadaveric dissection or prosections are included.
In summary, anatomy courses can initiate students' thinking about life's passing - particularly in schools that offer hands-on cadaveric dissections or prosections.
医学生和牙科学员在学习大体解剖课程时，通常会接触到死亡和生命终结的话题，因为他们需要使用遗体捐献者的遗体来学习人体解剖学。目前尚不清楚解剖教学的形式是否会对这些体验产生影响。本观察性研究旨在捕捉 14 所国际大学解剖课程中学生对生命终结这一话题的最初感受，确定他们对这一话题的普遍看法，并研究其与解剖课程形式和所包含元素差异的联系。
临床前解剖学学生针对一个问题进行反思（即“解剖实验室的经历如何引发您对生命的意义、人类存在以及生命终结的神圣性的思考？”）。收集书面作业并进行匿名编码。通过教师调查问卷获取解剖课程的信息。
在不同的学校中确定了多种主题，这些主题与不同的解剖形式和元素相关。结果表明，提供实际尸体解剖的课程可能在引发这些情感方面发挥重要作用。
学生对死亡话题的最初看法存在差异，包括几个主题。这可能与解剖教学的方式有关，尤其是如果包括实际的综合尸体解剖或切开术。
总之，解剖课程可以引发学生对生命终结的思考——特别是在提供实际尸体解剖或切开术的学校。
