Perceptions of human cadaver dissection by medical students: a highly valued experience

Abstract

Cadaver dissection remains a cornerstone in the study of anatomical sciences by medical students. However, this activity can cause emotions that may affect learning outcomes. This study, which involved medical students of various cultural backgrounds, assessed their responses to dissection. Medicine I year students (n = 100) at Oakland University William Beaumont School of Medicine were invited to complete a questionnaire after the first week of dissection, and again at the end of the course. The questionnaire asked for demographics, and assessed the students’ appraisal of their dissection experience, cultural influences, coping activities and learning outcomes. After the first week of dissection, most of the students found the experience challenging, stimulating, exciting and informative, rather than nauseating or unbearable. Still, some students found the experience anxiety-provoking, especially when they thought about human mortality. Cultural background influenced the students’ emotional development as they worked through the course. Most of the participants agreed that dissection promotes teamwork, familiarity with the human body, and integration of the theoretical knowledge with practical application. At the end of the course, dissection was significantly less anxiety-provoking, and, interestingly, the study found that culture and religious beliefs became more important to the students. Most students agreed that dissection is important, relevant, and necessary, and has the potential to improve learning outcomes that are essential to the development of physicians. The study suggests that an introductory course in social, behavioral and ethical considerations be presented at the beginning of the medical curriculum.