Beyond academic learning: how can human cadaver dissection promote medical students’ professional identity development?

Abstract

INTRODUCTIONGrowing evidence supports the potential activities such as memorial services and reflective writing centered around the human cadaver dissection (HCD) experience to support elements of medical student wellness. These activities promote psychological and professional development, increase resilience, protect against burnout and foster a sense of connection and community. This study is a qualitative analysis of a reflective writing exercise utilizing grounded theory to answer the question: “What is the impact of the first‐year HCD on medical students’ personal and professional development?”METHODSThis qualitative cross‐sectional study was conducted at a medical school in the Southeastern United States. The study population consisted of 117 first year medical (M1) students, 70 males and 47 females, concluding their HCD module. A narrative reflection tool consisting of four reflection questions was designed to address the emotional elements of students’ HCD and promote introspection. The questionnaire was provided to twenty groups of 5–6 first‐year students. Grounded theory analysis was used to explore themes that arose in the students’ responses.RESULTSParticipants exhibited several common initial reactions to HCD. Reflections commonly included themes of gratitude, awareness of one’s own mortality, appreciation for health and lifestyle, and recognition of the benefits of tangibly learning intricate anatomical details. After analysis of all team responses, a total of 266 unique open codes were identified for all four interview questions. These open codes were sorted into ten distinct broader axial codes, some of which had 2–3 sub‐themes.CONCLUSIONOur study’s timely findings may inform anatomy program stakeholders as they face increasing pressure to decrease or eliminate HCD as part of curricular reform. HCD offers medical students holistic growth opportunities that are less impactful when encountered through alternative technologies. Institutions utilizing HCD should maximize this high‐yield, easy‐to‐implement opportunity to foster medical students’ professional identity development. Primary Themes and Subthemes Theme Subtheme 1. Gratitude No subthemes 2. Patient’s Story No subthemes 3. Learning Anatomy 3.1 Lessons from my Donor 3.2 Tangible/Tactile Learning 3.3 Disease Process 3.4 Visual Learning 4. Diagnosis 4.1 Critical Thinking about Dx 4.2 Diligence 4.3 Creativity 5. Humanity’ and Compassion No subthemes 6. Reflection No subthemes 7. Career Development as a Physician No subthemes 8. Lifestyle and Prevention 8.1 Body Appreciation 8.2 Preventing Disease 9. Empathy No subthemes 10. Mortality No subthemes