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首页> 外文学位 >Respect for life, the final gift: A qualitative inquiry into the experiences of first-year medical students in cadaver dissection.
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Respect for life, the final gift: A qualitative inquiry into the experiences of first-year medical students in cadaver dissection.

机译：尊重生命，最后的礼物：对尸体解剖一年级医学生的经历进行质的探究。

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摘要

Cadaver dissection has been a fundamental part of the education of medical students for hundreds of years. Since the 16th century, dissection has been touted as the premier method for educating doctors in training on human anatomy. Research in the field of medical pedagogy has explored the multifaceted learning experience of dissection. The literature has focused on the emotional impact, utility, and academic merits of dissection. Yet conceptual literature in the field suggests that cadaver dissection offers an even greater learning experience than what is represented in the existing research. The purpose of the current study was to expand on the preexisting research with a more focused and in-depth examination of medical students' experiences in the anatomy lab. The questions guiding this research were: What is the impact of cadaver dissection on medical students, and what do medical students really learn during cadaver dissection? The research was qualitative in nature and based on an interpretivist paradigm. Data were collected from three distinct sources: field observation of a gross anatomy course, in-depth individual interviews with 15 first-year medical students who participated in the gross anatomy course, and a focus group of three students from the same course. The data were analyzed using grounded theory methodology. From the analysis five distinct themes emerged, with one core concept, Balancing Respect as the central theme supported by the remaining four themes: Discovery, The Shock of Medicine, Utility as Motivation/Coping, and Humanity. The results of the research led to the development of a theoretical model of the process in which cadaver dissection aids medical students in developing a balanced sense of respect for the human body. The act of dissecting evoked two contrasting reactions a sense of discovery and a sense of shock, and students use the notions of utility and humanity to filter these reactions into a congruent sense of respect. The results of this study have implications for research in the field of medical pedagogy as well as clinical implications for those instructing students through the use of cadaver dissection.
机译：数百年来，尸体解剖一直是医学生教育的基本组成部分。自16世纪以来，解剖学一直被认为是教育医生进行人体解剖学训练的主要方法。医学教育学领域的研究探索了解剖学的多方面学习经验。文献集中于解剖的情感影响，效用和学术价值。然而，该领域的概念文献表明，与现有研究相比，尸体解剖提供了更好的学习经验。本研究的目的是通过对医学生在解剖实验室中的经历进行更集中，更深入的研究来扩展现有研究。指导这项研究的问题是：尸体解剖对医学生的影响是什么？在尸体解剖过程中，医学生真正学到了什么？该研究本质上是定性的，基于解释主义范式。数据来自三个不同的来源：大体解剖课程的现场观察，对参加大体解剖课程的15名一年级医学生的深入个人访谈，以及来自同一课程的三名学生组成的焦点小组。使用扎根理论方法对数据进行分析。通过分析，出现了五个不同的主题，其中一个核心概念是“尊重平衡”为中心主题，其余四个主题则为“发现”，“医学冲击”，“动机/应对效用和人类”。研究结果导致了这一过程的理论模型的发展，尸体解剖帮助医学生发展了对人体的平衡感。剖析的行为引起了两种截然不同的反应：发现感和震惊感，学生使用效用和人性的概念将这些反应过滤为一致的尊重感。这项研究的结果对医学教育学领域的研究以及对通过尸体解剖指导学生的临床研究具有重要意义。

著录项

  • 作者

    Skinner, Michelle D.;

  • 作者单位

    The University of Utah.;

  • 授予单位 The University of Utah.;
  • 学科 Education Pedagogy.Education Higher.Education Health.Education Educational Psychology.
  • 学位 M.S.
  • 年度 2010
  • 页码 122 p.
  • 总页数 122
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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