| Description |
Cadaver dissection has been a fundamental part of the education of medical students for hundreds of years. Since the 16th century, dissection has been touted as the premier method for educating doctors in training on human anatomy. Research in the field of medical pedagogy has explored the multifaceted learning experience of dissection. The literature has focused on the emotional impact, utility, and academic merits of dissection. Yet conceptual literature in the field suggests that cadaver dissection offers an even greater learning experience than what is represented in the existing research. The purpose of the current study was to expand on the preexisting research with a more focused and in-depth examination of medical students' experiences in the anatomy lab. The questions guiding this research were: What is the impact of cadaver dissection on medical students, and what do medical students really learn during cadaver dissection? The research was qualitative in nature and based on an interpretivist paradigm. Data were collected from three distinct sources: field observation of a gross anatomy course, in-depth individual interviews with 15 first-year medical students who participated in the gross anatomy course, and a focus group of three students from the same course. The data were analyzed using grounded theory methodology. From the analysis five distinct themes emerged, with one core concept, Balancing Respect as the central theme supported by the remaining four themes: Discovery, The Shock of Medicine, Utility as Motivation/Coping, and Humanity. The results of the research led to the development of a theoretical model of the process in which cadaver dissection aids medical students in developing a balanced sense of respect for the human body. The act of dissecting evoked two contrasting reactions; a sense of discovery and a sense of shock, and students use the notions of utility and humanity to filter these reactions into a congruent sense of respect. The results of this study have implications for research in the field of medical pedagogy as well as clinical implications for those instructing students through the use of cadaver dissection. |
