Kwon Young Gyu, Namgung Myeong, Park Song Hee, Kim Mi Kyung, Kim Chan Woong, Yoo Hyo Hyun
Center for Chung-Ang Medical Education Resource Allocation (CAMERA), College of Medicine, Chung-Ang University, Dongjak-gu, Seoul, Republic of Korea.
Department of Emergency Medicine, College of Medicine, Chung-Ang University, Dongjak-gu, Seoul, Republic of Korea.
BMC Med Educ. 2025 Jan 23;25(1):116. doi: 10.1186/s12909-025-06674-1.
Cadaveric dissection is an essential practice for medical students to understand human anatomy and internalize professional attitudes toward death, such as empathy and respect for the deceased. Previous studies have focused on emotional responses such as shock, anxiety, and fear at the start of dissection practice. However, limited research exists on students' reflective thinking and perceptions before practice. This study aims is to understand premedical students' perceptions and attitudes before dissection by analyzing their reflective writing.
Text network analysis of essays written in 2022 by 136 s-year premedical students before cadaveric dissection was performed. Keywords were preprocessed to extract significant themes. Centrality analysis and topic modeling were performed to analyze students' perceptions and attitudes.
Centrality analysis identified "cadaveric dissection," "donation," and "gratitude" as major keywords, indicating the students' deep appreciation and respect for donors. Two main topics emerged from topic modeling. The first, "gratitude and respect for donors," included keywords such as "gratitude" and "donation." The second, "growth and responsibility of doctors through medical study and practice," included keywords such as "study" and "medical school."
The participants had profound gratitude and respect for donors before cadaveric dissection, which increased their motivation to learn. Analyzing reflective writing is an effective approach to understanding students' initial perceptions and attitudes toward cadaveric dissection; further, it can inform educational strategies that aid students in forming their professional identity.
尸体解剖是医学生了解人体解剖结构并内化对死亡的专业态度（如同情心和对逝者的尊重）的一项重要实践。以往的研究主要关注解剖实践开始时的情绪反应，如震惊、焦虑和恐惧。然而，关于学生在实践前的反思性思考和认知的研究却很有限。本研究旨在通过分析医学生的反思性写作来了解他们在解剖前的认知和态度。
对136名五年制医学生在2022年尸体解剖前撰写的文章进行文本网络分析。对关键词进行预处理以提取重要主题。进行中心性分析和主题建模以分析学生的认知和态度。
中心性分析确定“尸体解剖”“捐赠”和“感恩”为主要关键词，表明学生对捐赠者怀有深深的感激和敬意。主题建模出现了两个主要主题。第一个是“对捐赠者的感激和尊重”，包括“感激”和“捐赠”等关键词。第二个是“通过医学学习和实践实现医生的成长和责任”，包括“学习”和“医学院”等关键词。
参与者在尸体解剖前对捐赠者怀有深深的感激和敬意，这增强了他们的学习动力。分析反思性写作是了解学生对尸体解剖的初始认知和态度的有效方法；此外，它可以为有助于学生形成职业身份的教育策略提供信息。
