Survey of the educational roles of the faculty of anatomy departments.

Abstract

The anatomy dissection laboratory is a unique experience where medical students begin the transition from layman to physician, and may be a student's first experience with death. Attitudes developed there may influence interactions with future patients and their families. Consequently, anatomy faculty are in a position to recognize emotional issues that students may confront and to guide them toward becoming humane physicians. We surveyed anatomy faculty to assess acceptance of this expanded role and their means of meeting these obligations. A spokesperson for the anatomy department at each US and Canadian medical or osteopathic college (n = 142) was surveyed. One hundred three (73%) questionnaires were returned. Respondents overwhelmingly (93% agree or strongly agree) accept an educational role that includes helping students to become caring physicians and dealing with death and dying. Seventy-nine percent agree or strongly agree that the anatomy laboratory can affect students later relationships with patients. Time for laboratory orientation is limited (55%, 1 hour or less) and is used to address technical topics, such as rules for student behavior. Most departments (58%) have four or more memorial activities to acknowledge the contribution of the donors. The anatomy faculty who responded to the survey accept responsibility for acculturating preclinical students to medicine. Respondents identified additional orientation topics and expanded memorial activities to accomplish this goal.