Korf HW, Wicht H, Snipes RL, Timmermans JP, Paulsen F, Rune G, Baumgart-Vogt E. The dissection course - necessary and indispensable for teaching anatomy to medical students. Ann Anat. 2008;190(1):16–22. https://doi.org/10.1016/j.aanat.2007.10.001.
Ghosh SK. Human cadaveric dissection: a historical account from ancient Greece to the modern era. Anat Cell Biol. 2015;48:153.
Shaikh ST. Cadaver Dissection in Anatomy: The ethical aspect. Anat Physiol. 2015;5: s5.
Memon I. Cadaverdissection is obsolete in medical training! A misinterpreted notion Med Princ Pract. 2018;27(3):201–10. https://doi.org/10.1159/000488320.
Fruhstorfer BH, Palmer J, Brydges S, Abrahams PH. The use of plastinated prosections for teaching anatomy–the view of medical students on the value of this learning resource. Clin Anat. 2011;24(2):246–52. https://doi.org/10.1002/ca.21107.
Gloy K, Weyhe P, Nerenz E, Kaluschke M, Uslar V, Zachmann G, Weyhe D. Immersive anatomy atlas: learning factual medical knowledge in a virtual reality environment. Anat Sci Educ. 2022;15(2):360–8. https://doi.org/10.1002/ase.2095.
Miller GW, Lewis TL. Anatomy education for the YouTube generation: technical, ethical, and educational considerations. Anat Sci Educ. 2016;9(5):496–7. https://doi.org/10.1002/ase.1622.
Singh A, Min AK. Digital lectures for learning gross anatomy: a study of their efficacy. Korean J Med Educ. 2017;29(1):27–32. https://doi.org/10.3946/kjme.2017.50.
Patra A, Asghar A, Chaudhary P, Ravi KS. Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education. Surg Radiol Anat. 2022;44(1):25–32. https://doi.org/10.1007/s00276-021-02868-6.
Singh V, Kharb P. A paradigm shift from teaching to learning gross anatomy: meta-analysis of implications for instructional methods. J Anat Soc India. 2013;62(1):84–9. https://doi.org/10.1016/s0003-2778(13)80019-6.
Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: a review for its modernization. Anat Sci Educ. 2010;3(2):83–93. https://doi.org/10.1002/ase.139.
Bond G, Franchi T. Resuming cadaver dissection during a pandemic. Med Educ Online. 2021;26(1):1842661.
Dissabandara LO, Nirthanan SN, Khoo TK, Tedman R. Role of cadaveric dissections in modern medical curricula: a study on student perceptions. Anat Cell Biol. 2015;48:205.
Escobar-Poni B, Poni ES. The role of gross anatomy in promoting professionalism: a neglected opportunity! Clin Anat. 2006;19(5):461–7. https://doi.org/10.1002/ca.20353.
Boeckers A, Brinkmann A, Jerg-Bretzke L, Lamp C, Traue HC, Boeckers TM. How can we deal with mental distress in the dissection room?-An evaluation of the need for psychological support. Ann Anat. 2010;192(6):366–72.
Pearson WG, Hoagland TM. Measuring change in professionalism attitudes during the gross anatomy course. Anat Sci Educ. 2010;3:12–6.
Stephens GC, Rees CE, Lazarus MD. How does donor dissection influence medical students’ perceptions of ethics? A cross-sectional and longitudinal qualitative study. Anat Sci Educ. 2019;12:332–48.
Nnodim JO. Preclinical student reactions to dissection, death, and dying. Clin Anat. 1996;9:175–82.
McGarvey MA, Farrell T, Conroy RM, Kandiah S, Monkhouse WS. Dissection: a positive experience. Clin Anat. 2001;14(3):227–30. https://doi.org/10.1002/ca.1037.
Leboulanger N. First cadaver dissection: stress, preparation, and emotional experience. Eur Ann Otorhinolaryngol Head Neck Dis. 2011;128(4):175–83. https://doi.org/10.1016/j.anorl.2011.01.007.
Plaisant O, Courtois R, Toussaint PJ, Mendelsohn GA, John OP, Delmas V, Moxham BJ. Medical students’ attitudes toward the anatomy dissection room in relation to personality. Anat Sci Educ. 2011;4:305–10.
Oyeyipo IP, BAF. Attitude of preclinical students to cadaver dissection in a south west nigerian medical school. Int J Trop Med. 2012;7:1–5. https://doi.org/10.3923/ijtmed.2012.1.5.
Martyn H, Barrett A, Nicholson HD. A belief in the soul may contribute to the stress experienced in the dissecting room. J Anat. 2014;224:345–51.
Sándor I, Birkás E, Győrffy Z. The effects of dissection-room experiences and related coping strategies among Hungarian medical students. BMC Med Educ. 2015;15:73.
Agius A, Calleja N, Camenzuli C, Sultana R, Pullicino R, Zammit C, Calleja Agius J, Pomara C. Perceptions of first-year medical students towards learning anatomy using cadaveric specimens through peer teaching. Anat Sci Educ. 2018;11(4):346–57. https://doi.org/10.1002/ase.1751.
Chang H-J, Kim HJ, Rhyu IJ, Lee Y-M, Uhm C-S. Emotional experiences of medical students during cadaver dissection and the role of memorial ceremonies: a qualitative study. BMC Med Educ. 2018;18:255.
Ebeye OA. Behavioural responses of medical students on exposure to cadaver dissection. Afr J Med Med Sci. 2018;47:331–4.
Chia TI, Oyeniran OI, Ajagbe AO, Onigbinde OA, Oraebosi MI. The symptoms and stress experienced by medical students in anatomy dissection halls. J Taibah Univ Med Sci. 2020;15(1):8–13.
Wall J. Frames of reference. In: ARTFORUM. 2004. https://www.artforum.com/features/frames-of-reference-167342/. Accessed 1 Apr 2023.
Mezirow J. Fostering Critical Reflection in Adulthood: A guide to transformative and emancipatory learning. Ist. San Francisco: Jossey-Bass Publishers; 1990.
Shteingart H, Neiman T, Loewenstein Y. The role of first impression in operant learning. J Exp Psychol Gen. 2013;142(2):476–88. https://doi.org/10.1037/a0029550.
Aru J, Rutiku R, Wibral M, Singer W, Melloni L. Early effects of previous experience on conscious perception. Neurosci Conscious. 2016;niw004.
Wisenden PA, Budke KJ, Klemetson CJ, Kurtti TR, Patel CM, Schwantz TL, Wisenden BD. Emotional response of undergraduates to cadaver dissection. Clin Anat. 2018;31:224–30.
Horne DJ, Tiller JW, Eizenberg N, Tashevska M, Biddle N. Reactions of first-year medical students to their initial encounter with a cadaver in the dissecting room. Acad Med. 1990;65(10):645–6. https://doi.org/10.1097/00001888-199010000-00011.
Ursano RJ, McCarroll JE. The nature of a traumatic stressor: handling dead bodies. J Nerv Ment Dis. 1990;178(6):396–8. https://doi.org/10.1097/00005053-199006000-00010.
McCarroll JE, Ursano RJ, Fullerton CS, Liu X, Lundy A. Effects of exposure to death in a war mortuary on posttraumatic stress disorder symptoms of intrusion and avoidance. J Nerv Ment Dis. 2001;189(1):44–8. https://doi.org/10.1097/00005053-200101000-00008.
Bob MH, Popescu CA, Suciu ŞM, Buzoianu AD. First year medical students’ attitude toward anatomical corpse dissection and its relationship with their personality. Rom J Morphol Embryol. 2015;56(1):321–4.
Zeivots S. Emotional highs in adult experiential learning. Australian Journal of Adult Learning. 2016;56:353–73.
Tyng CM, Amin HU, Saad MNM, Malik AS. The influences of emotion on learning and memory. Front Psychol. 2017;24(8):1454. https://doi.org/10.3389/fpsyg.2017.01454.
Pekrun R, Stephens EJ. Academic emotions. In Harris KR, Graham S, Urdan T, Graham S, Royer JM, Zeidner M, editors. APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors. Washington: Am Psychol Assoc. 2012;3–31. https://doi.org/10.1037/13274-001.
Maguire R, Egan A, Hyland P, Maguire P. Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education. HERDSA. 2016;36:343–57. https://doi.org/10.1080/07294360.2016.1185396.
Kong Y. The role of experiential learning on students’ motivation and classroom engagement. Front Psychol. 2021;12:771272. https://doi.org/10.3389/fpsyg.2021.771272.
Arráez-Aybar L-A, Casado-Morales MI, Castaño-Collado G. Anxiety and dissection of the human cadaver: An unsolvable relationship? Anat Rec. 2004;279B:16–23.
Naz S, Nazir G, Iram S, Mohammad M, Umair null, Qari IH, Mohammad S. Perceptions of cadaveric dissection in anatomy teaching. J Ayub Med Coll Abbottabad. 2011;23:145–48.
Quince TA, Barclay SIG, Spear M, Parker RA, Wood DF. Student attitudes toward cadaveric dissection at a UK medical school. Anat Sci Educ. 2011;4:200–7.
Finkelstein P, Mathers LH. Post-traumatic stress among medical students in the anatomy dissection laboratory. Clin Anat. 1990;3:219–26.
Bob MH, Popescu CA, Armean MS, Suciu SM, Buzoianu AD. Ethical views, attitudes and reactions of Romanian medical students to the dissecting room. Rev Med Chir Soc Med Nat Iasi. 2014;118:1078–85.
Bernhardt V, Rothkötter HJ, Kasten E. Psychological stress in first year medical students in response to the dissection of a human corpse. GMS Z Med Ausbild. 2012;29(1):12.
Moxham BJ, Plaisant O, Lignier B, Morgan S. Attitudes and responses of medical students and professional anatomists to dissecting different regions of the body. Clin Anat. 2019;32(2):253–67. https://doi.org/10.1002/ca.23294.
Fateh R, Arja SB, Arja SB, Fadlallah T, Ahmed A, Veetil K, Ponnusamy K. High levels of stress causing anxiety amongst medical students. Int J Intg Med Sci. 2020;7: 866–74. https://doi.org/10.16965/ijims.2019.124.
Hancock D, Williams M, Taylor A, Dawson B. Impact of cadaver dissection on medical students. N Z J Psychol. 2004;33(1):217–25.
Mulu A, Tegabu D. Medical students’ attitudinal changes towards cadaver dissection: a longitudinal study. Ethiop J Health Sci. 2012;22:51–8.
Dempster M. Emotional consequences of cadaver dissection – correlates and mediating factors. In: CiteSeerX. The Pennsylvania State University. 1999;1–13. https://citeseerx.ist.psu.edu/pdf/3e391c115d8bf1552891d0830881eb8e5cdfb60d. Accessed 01 Apr 2023.
Dinsmore CE, Daugherty S, Zeitz HJ. Student responses to the gross anatomy laboratory in a medical curriculum. Clin Anat. 2001;14(3):231–6. https://doi.org/10.1002/ca.1038.
Dempster M, Black A, McCorry N, Wilson D. Appraisal and consequences of cadaver dissection. Med Educ Online. 2006;11(1):4592.
O’Carroll RE, Whiten S, Jackson D, Sinclair DW. Assessing the emotional impact of cadaver dissection on medical students. Med Educ. 2002;36(6):550–4. https://doi.org/10.1046/j.1365-2923.2002.01235.x.
Vijayabhaskar P, Shankar PR, Dubey AK. Emotional impact of cadaver dissection: a survey in a medical college in western Nepal. KUMJ. 2005;3(2):143–48. http://kumj.com.np/issue/10/143-148.pdf.
Cahill KC, Ettarh RR
Comments (0)