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首页> 外文期刊>BMC Medical Education >On death and dying – an exploratory and evaluative study of a reflective, interdisciplinary course element in undergraduate anatomy teaching
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On death and dying – an exploratory and evaluative study of a reflective, interdisciplinary course element in undergraduate anatomy teaching

机译：关于死亡和垂死–对本科解剖学教学中反思性，跨学科课程元素的探索和评估研究

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Background Teaching in palliative care aims not only at providing students with specialized knowledge in symptom therapy in advanced disease, but also at developing a professional attitude consistent with the principles and philosophy of palliative care. Reflecting about one’s own or the patient’s death and dying is considered essential for empathic patient care. In medical education the dissection course is often the first encounter with the issue of death and dying and represents a significant emotional challenge to many medical students. Against this background we implemented a new course element in preparation for the dissection course, offering opportunity to reflect own experiences with death and dying and providing support in finding a balance between authentic empathy and pragmatic action towards deceased persons. We discuss issues such as dignity and professional distance and reason whether guided support for medical students regarding these issues might influence their future attitude as doctors caring for their patients. Methods In tandem, we performed a formal evaluation of the seminar and explored the students’ experiences with death and dying, their expectations and fears in the run-up to the dissection course and their attitude towards dissection. Results This article describes the structure and the concept of this new interdisciplinary course element and presents the results of the formal course evaluation as well as the explorative part of the accompanying research. Medical students had broad experiences with death and dying even before the dissection course. 89.1% of students had worried about some kind of emotional stress during the dissection course before, but 61.7% stated to have actually perceived emotional stress afterwards. The willingness to donate one's own body for anatomy purposes decreased significantly during the course. The given room for reflection and discussion was appreciated by the students, who felt that the effects of this seminar might be of use even beyond the dissection course. Conclusion This new course element successfully assisted medical students during the dissection room experience and gave opportunity to reflection and discussion on death and dying. The accompanying research confirmed the demand for support and gave insight into experiences, emotions and attitudes of medical students.
机译：背景姑息治疗的教学不仅旨在为学生提供有关晚期疾病的症状治疗的专业知识，而且还旨在培养与姑息治疗的原则和理念相一致的专业态度。反思自己或患者的死亡和死亡对移情患者护理至关重要。在医学教育中，解剖学课程通常是死亡和垂死问题的第一次接触，对许多医学生来说，这是一个重大的情感挑战。在此背景下，我们实施了一个新的课程元素，为解剖课程做准备，提供了机会来反映自己的死亡和死亡经验，并提供了支持，以在真实的共情和对死者的务实行动之间找到平衡。我们讨论诸如尊严和专业距离之类的问题，以及在这些问题上为医学生提供指导支持是否会影响他们将来作为医生照顾患者的态度的原因。方法我们对研讨会进行了正式评估，并探讨了学生的死亡和死亡经历，解剖过程中的期望和恐惧以及对解剖的态度。结果本文描述了这一新的跨学科课程要素的结构和概念，并提出了正式课程评估的结果以及伴随研究的探索性部分。甚至在解剖课程开始之前，医学生就死亡和死亡都有着丰富的经验。 89.1％的学生在解剖之前曾担心过某种形式的情绪压力，但61.7％的学生表示此后实际上已经意识到了情绪压力。在此过程中，出于解剖目的捐赠自己的身体的意愿大大降低了。给学生进行思考和讨论的空间受到了学生的赞赏，他们认为，即使是解剖课程，该研讨会的效果也可能会有用。结论这一新的课程内容在解剖室的经验中成功地帮助了医学生，并为反思和讨论死亡和死亡提供了机会。伴随的研究证实了对支持的需求，并深入了解了医学生的经验，情感和态度。

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