Qualitative Analysis Reveals Complex Patterns of Medical Student Experiences in the First Dissection

John T. Fortunato, Mark Hankin, Jason Adam Wasserman

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This qualitative analysis assessed the emotional response and sense of ethical obligation among medical students after their first experience with human dissection in medical school. While a limited number of studies have been conducted on this topic, most used survey techniques that require quantification of complex concepts like anxiety, excitement, and fear. Alternatively, this project qualitatively analyzed video-recorded responses of medical students prompted to reflect on both their initial impressions when entering the cadaver lab and their ethical responsibilities to their cadavers. With respect to the former, the results illustrate different patterns of experienced anxiety that would be obscured in a traditional quantitative design. With respect to the latter, conceptualization of ethical responsibility among first-year students underscores a nascent stage of professionalism and sense of ethical duty, highlighting the developmental needs of recently matriculated students.

Original languageEnglish (US)
Pages (from-to)359-365
Number of pages7
JournalMedical Science Educator
Volume28
Issue number2
DOIs
StatePublished - Jun 1 2018

Fingerprint

Medical Students
Cadaver
medical student
Dissection
Anxiety
Students
anxiety
Medical Schools
Fear
responsibility
experience
first-year student
quantification
obligation
video
school
student
Professionalism
Surveys and Questionnaires

Keywords

  • Cadaver dissection
  • Emotional response
  • Gross anatomy education
  • Medical education
  • Qualitative methods

ASJC Scopus subject areas

  • Medicine (miscellaneous)
  • Education

Cite this

Qualitative Analysis Reveals Complex Patterns of Medical Student Experiences in the First Dissection. / Fortunato, John T.; Hankin, Mark; Wasserman, Jason Adam.

In: Medical Science Educator, Vol. 28, No. 2, 01.06.2018, p. 359-365.

Research output: Contribution to journalArticle

@article{004cec9ded5f4d9aa007e9d95e6b9fdf,
title = "Qualitative Analysis Reveals Complex Patterns of Medical Student Experiences in the First Dissection",
abstract = "This qualitative analysis assessed the emotional response and sense of ethical obligation among medical students after their first experience with human dissection in medical school. While a limited number of studies have been conducted on this topic, most used survey techniques that require quantification of complex concepts like anxiety, excitement, and fear. Alternatively, this project qualitatively analyzed video-recorded responses of medical students prompted to reflect on both their initial impressions when entering the cadaver lab and their ethical responsibilities to their cadavers. With respect to the former, the results illustrate different patterns of experienced anxiety that would be obscured in a traditional quantitative design. With respect to the latter, conceptualization of ethical responsibility among first-year students underscores a nascent stage of professionalism and sense of ethical duty, highlighting the developmental needs of recently matriculated students.",
keywords = "Cadaver dissection, Emotional response, Gross anatomy education, Medical education, Qualitative methods",
author = "Fortunato, {John T.} and Mark Hankin and Wasserman, {Jason Adam}",
year = "2018",
month = "6",
day = "1",
doi = "10.1007/s40670-018-0554-1",
language = "English (US)",
volume = "28",
pages = "359--365",
journal = "Medical Science Educator",
issn = "2156-8650",
publisher = "Springer New York",
number = "2",

}

TY - JOUR

T1 - Qualitative Analysis Reveals Complex Patterns of Medical Student Experiences in the First Dissection

AU - Fortunato, John T.

AU - Hankin, Mark

AU - Wasserman, Jason Adam

PY - 2018/6/1

Y1 - 2018/6/1

N2 - This qualitative analysis assessed the emotional response and sense of ethical obligation among medical students after their first experience with human dissection in medical school. While a limited number of studies have been conducted on this topic, most used survey techniques that require quantification of complex concepts like anxiety, excitement, and fear. Alternatively, this project qualitatively analyzed video-recorded responses of medical students prompted to reflect on both their initial impressions when entering the cadaver lab and their ethical responsibilities to their cadavers. With respect to the former, the results illustrate different patterns of experienced anxiety that would be obscured in a traditional quantitative design. With respect to the latter, conceptualization of ethical responsibility among first-year students underscores a nascent stage of professionalism and sense of ethical duty, highlighting the developmental needs of recently matriculated students.

AB - This qualitative analysis assessed the emotional response and sense of ethical obligation among medical students after their first experience with human dissection in medical school. While a limited number of studies have been conducted on this topic, most used survey techniques that require quantification of complex concepts like anxiety, excitement, and fear. Alternatively, this project qualitatively analyzed video-recorded responses of medical students prompted to reflect on both their initial impressions when entering the cadaver lab and their ethical responsibilities to their cadavers. With respect to the former, the results illustrate different patterns of experienced anxiety that would be obscured in a traditional quantitative design. With respect to the latter, conceptualization of ethical responsibility among first-year students underscores a nascent stage of professionalism and sense of ethical duty, highlighting the developmental needs of recently matriculated students.

KW - Cadaver dissection

KW - Emotional response

KW - Gross anatomy education

KW - Medical education

KW - Qualitative methods

UR - http://www.scopus.com/inward/record.url?scp=85061929138&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85061929138&partnerID=8YFLogxK

U2 - 10.1007/s40670-018-0554-1

DO - 10.1007/s40670-018-0554-1

M3 - Article

AN - SCOPUS:85061929138

VL - 28

SP - 359

EP - 365

JO - Medical Science Educator

JF - Medical Science Educator

SN - 2156-8650

IS - 2

ER -