Abstract
Beyond studies and discussions regarding learning outcomes related to dissection, prosection, and anatomy lab experiences, there has been a recent increase in examining the role of the ‘hidden curriculum’ in anatomy education. Lab experiences of many types can help foster professionalism and more humanistic views towards donors, and eventually patients, via this integrated hidden curriculum. But what has been overlooked are the potential darker aspects of the hidden curriculum that may begin in anatomy labs. While the days of ‘cadaver antics' and directly objectifying donor bodies are no longer tolerated, there is little research regarding the more subtle use of dark humour and language still present in anatomy education. Thus, our study aims to better understand the use of black, or cynical, humour as a component of the hidden curriculum of anatomy labs. An Ethics‐reviewed study was designed, and participants were recruited from the Hull York Medical School to voluntarily complete an online survey comprised of 3 demographic, 5 open‐ended, and 6 rating‐scale items. Eligible participants included medical students, MSc anatomy students, anatomy lab tutors, and anatomy faculty. Responses were analysed by descriptive statistics, and open‐ended questions were coded for common themes. Data continues to be collected and analysed, but preliminary findings suggests there are certain themes regarding the perceived appropriateness of black humour in medical education settings. Our findings suggest that the themes of context and situation of humour are key in determining appropriateness, and that while some participants express discomfort at the use of black humour, humour in the anatomy lab is more widely regarded as an appropriate means of coping with stress. An additional emergent theme is the use of (cynical) humour to promote camaraderie amongst teammates. While our data analysis is still ongoing, the preliminary themes suggest outcomes of this study may have implications for better understanding how to address the darker hidden curriculum of anatomy. Additionally, we hope that our findings help to further develop best practices for fostering humanistic future practitioners, throughout all levels of medical training, but starting in anatomy labs with students' ‘first patients.’This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Published Version
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