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The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death
BACKGROUND: During the COVID-19 pandemic, in-person cadaveric dissection laboratories for teaching anatomy were omitted by many schools around the world. While knowledge domains can be easily evaluated via remote exams, non-traditional discipline-independent skills such as those encouraged through r...
Autores principales: | , , , , , , , , , , , , , , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9453724/ https://www.ncbi.nlm.nih.gov/pubmed/36097588 http://dx.doi.org/10.1007/s40670-022-01609-7 |
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author | Wu, Anette Xiao, Que Yun McWatt, Sean Utomo, Rachel Talis, Austin Saraci, Kerstin Brassett, Cecilia Sagoo, Mandeep Gill Wingate, Richard Chien, Chung-Liang Traxler, Hannes Waschke, Jens Vielmuth, Franziska Yamada, Yukari Sakurai, Takeshi Zeroual, Mina Olsen, Jorgen El-Batti, Salma Viranta-Kovanen, Suvi Keay, Kevin Stewart, William Kunzel, Carol Bernd, Paulette Kielstein, Heike Noël, Geoffroy P. J. C. |
author_facet | Wu, Anette Xiao, Que Yun McWatt, Sean Utomo, Rachel Talis, Austin Saraci, Kerstin Brassett, Cecilia Sagoo, Mandeep Gill Wingate, Richard Chien, Chung-Liang Traxler, Hannes Waschke, Jens Vielmuth, Franziska Yamada, Yukari Sakurai, Takeshi Zeroual, Mina Olsen, Jorgen El-Batti, Salma Viranta-Kovanen, Suvi Keay, Kevin Stewart, William Kunzel, Carol Bernd, Paulette Kielstein, Heike Noël, Geoffroy P. J. C. |
author_sort | Wu, Anette |
collection | PubMed |
description | BACKGROUND: During the COVID-19 pandemic, in-person cadaveric dissection laboratories for teaching anatomy were omitted by many schools around the world. While knowledge domains can be easily evaluated via remote exams, non-traditional discipline-independent skills such as those encouraged through reflection on the topic of death are often overlooked. This study investigated how different anatomy course formats played a role in initiating students’ reflections on death during the COVID-19 pandemic. METHOD: In fall 2020, 217 medical, dental, premedical, and health sciences students from 13 international universities discussed differences in their anatomy courses online. Formats of anatomy courses ranged from dissection-based, prosection-based, hybrid (combination of dissection and prosection) to no laboratory exposure at all. Students’ responses to the question, “Did/does your anatomy course initiate your thinking about life's passing?” were collected, and they self-reported themes that were present in their reflections on death using a multiple-choice prompt. Statistical analyses to detect differences between students with and without exposure to cadavers were performed using the chi-squared test. RESULTS: When comparing students who had exposure to human anatomical specimens to those who had no exposure, the majority of students with exposure thought that the course did initiate thoughts about life’s passing, compared to students without exposure (P < 0.05). Reflection themes were consistent across groups. DISCUSSION: These findings indicate that anatomy dissection courses are important for the initiation of students’ feelings about the topic of death. Omission of cadaveric dissection- or prosection-based laboratories will decrease the likelihood that students initiate reflection on this topic and gain important transferable skills. |
format | Online Article Text |
id | pubmed-9453724 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-94537242022-09-08 The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death Wu, Anette Xiao, Que Yun McWatt, Sean Utomo, Rachel Talis, Austin Saraci, Kerstin Brassett, Cecilia Sagoo, Mandeep Gill Wingate, Richard Chien, Chung-Liang Traxler, Hannes Waschke, Jens Vielmuth, Franziska Yamada, Yukari Sakurai, Takeshi Zeroual, Mina Olsen, Jorgen El-Batti, Salma Viranta-Kovanen, Suvi Keay, Kevin Stewart, William Kunzel, Carol Bernd, Paulette Kielstein, Heike Noël, Geoffroy P. J. C. Med Sci Educ Original Research BACKGROUND: During the COVID-19 pandemic, in-person cadaveric dissection laboratories for teaching anatomy were omitted by many schools around the world. While knowledge domains can be easily evaluated via remote exams, non-traditional discipline-independent skills such as those encouraged through reflection on the topic of death are often overlooked. This study investigated how different anatomy course formats played a role in initiating students’ reflections on death during the COVID-19 pandemic. METHOD: In fall 2020, 217 medical, dental, premedical, and health sciences students from 13 international universities discussed differences in their anatomy courses online. Formats of anatomy courses ranged from dissection-based, prosection-based, hybrid (combination of dissection and prosection) to no laboratory exposure at all. Students’ responses to the question, “Did/does your anatomy course initiate your thinking about life's passing?” were collected, and they self-reported themes that were present in their reflections on death using a multiple-choice prompt. Statistical analyses to detect differences between students with and without exposure to cadavers were performed using the chi-squared test. RESULTS: When comparing students who had exposure to human anatomical specimens to those who had no exposure, the majority of students with exposure thought that the course did initiate thoughts about life’s passing, compared to students without exposure (P < 0.05). Reflection themes were consistent across groups. DISCUSSION: These findings indicate that anatomy dissection courses are important for the initiation of students’ feelings about the topic of death. Omission of cadaveric dissection- or prosection-based laboratories will decrease the likelihood that students initiate reflection on this topic and gain important transferable skills. Springer US 2022-09-08 /pmc/articles/PMC9453724/ /pubmed/36097588 http://dx.doi.org/10.1007/s40670-022-01609-7 Text en © The Author(s) under exclusive licence to International Association of Medical Science Educators 2022, Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. |
spellingShingle | Original Research Wu, Anette Xiao, Que Yun McWatt, Sean Utomo, Rachel Talis, Austin Saraci, Kerstin Brassett, Cecilia Sagoo, Mandeep Gill Wingate, Richard Chien, Chung-Liang Traxler, Hannes Waschke, Jens Vielmuth, Franziska Yamada, Yukari Sakurai, Takeshi Zeroual, Mina Olsen, Jorgen El-Batti, Salma Viranta-Kovanen, Suvi Keay, Kevin Stewart, William Kunzel, Carol Bernd, Paulette Kielstein, Heike Noël, Geoffroy P. J. C. The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death |
title | The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death |
title_full | The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death |
title_fullStr | The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death |
title_full_unstemmed | The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death |
title_short | The Anatomy Course During COVID-19: The Impact of Cadaver-Based Learning on the Initiation of Reflection on Death |
title_sort | anatomy course during covid-19: the impact of cadaver-based learning on the initiation of reflection on death |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9453724/ https://www.ncbi.nlm.nih.gov/pubmed/36097588 http://dx.doi.org/10.1007/s40670-022-01609-7 |
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