Criado-Álvarez Juan José, Romo-Barrientos Carmen, Zabala-Baños Carmen, Martínez-Lorca Manuela, Viñuela Antonio, Ubeda-Bañon Isabel, Flores-Cuadrado Alicia, Martínez-Lorca Alberto, Polonio-López Begoña, Mohedano-Moriano Alicia
Integrated Care Management, Castilla-La Mancha Regional Health Services (SESCAM), 45600 Talavera de la Reina, Spain.
School of Health Sciences, University of Castilla-La Mancha, 45600 Talavera de la Reina, Spain.
Healthcare (Basel). 2022 Nov 1;10(11):2192. doi: 10.3390/healthcare10112192.
Background: Part of the basic teaching of human anatomy are prosection sessions with a human corpse, which may generate stress or anxiety among students. The objective of this work was to study how, through the visualization technique (a coping technique), these levels could be reduced before starting prosection classes. Methods: A cross-sectional pilot study was conducted involving first-year students who had never participated in screening sessions. Prior to the visit, occupational therapy students underwent a viewing session (visualization technique). On the day of the visit, before and after the screening session, an anonymous questionnaire was distributed to find out about aspects of the students’ experiences, such as their feelings and perceptions. The State−Trait Anxiety Inventory was used to assess anxiety. Results: The baseline levels of anxiety measured remained stable (from 18.5 to 18.2 points), with no differences being found (p > 0.05). The levels of emotional anxiety measured fell from 15.2 to 12.6 points (p < 0.05). Before starting the class, there were six students (17.1%) with anxiety criteria, and this figure was doubled at the end of the session (33.3%) (p < 0.05). Conclusions: Sessions in a dissection room can cause stressful experiences and change the emotional balances of some students. The results obtained and published here showed no significant differences after the visualization technique. We found that the students believed that the prosection sessions were very useful for teaching anatomy.
人体解剖学基础教学的一部分是对人体尸体进行解剖实习，这可能会给学生带来压力或焦虑。这项工作的目的是研究如何通过可视化技术（一种应对技巧）在解剖实习课程开始前降低这些水平。方法：进行了一项横断面试点研究，纳入从未参加过解剖实习的一年级学生。在参观前，职业治疗专业的学生进行了一次观看课程（可视化技术）。在参观当天，在解剖实习课程前后，发放了一份匿名问卷，以了解学生经历的各个方面，如他们的感受和看法。使用状态-特质焦虑量表评估焦虑。结果：测量的焦虑基线水平保持稳定（从18.5分降至18.2分），未发现差异（p>0.05）。测量的情绪焦虑水平从15.2分降至12.6分（p<0.05）。在课程开始前，有6名学生（17.1%）符合焦虑标准，而在课程结束时这一数字翻倍（33.3%）（p<0.05）。结论：解剖室的课程可能会导致压力体验并改变一些学生的情绪平衡。此处获得并发表的结果显示，在采用可视化技术后没有显著差异。我们发现学生们认为解剖实习课程对解剖学教学非常有用。
