ARTICLE #2 | 23
ASSESSING THE IMPACT OF THE CULTURAL BELIEFS OF MEDICAL STUDENTS ON
THE CADAVERIC DISSECTION IN GROSS ANATOMY
4.59 ± 0.5 and 4.52 ± 0.59, and group 2 (non-cultural) scored 1.78
± 0.9 and 2.83 ± 1.32, respectively (Table 2). Despite this broad
cultural spectrum, perceptions, beliefs and attitudes did not differ
significantly regarding some basic issues such as (1) the concept
of human mortality is frightening (2.77 ± 1.24 in group 1 vs. 2.64 ±
1.5 in group 2), and (2) cultural considerations should be part of a
gross anatomy course (2.34 ± 1.38 in group 1 vs. 2.33 ± 1.2 in group
2). As evidenced in Table 2, although culture is important to group
1 students, it impacted “little” or “moderately” their experience in
the cadaver lab, but significantly more than for group 2 (P<0001).
Both groups agreed that cultural consideration is not a major part
of the gross anatomy course. In addition, both groups agreed
that dissection helped a “little” or “moderately” in the students’
emotional development, 2.45±1.28 vs. 2.28±1.37 in groups 1 and 2,
respectively.
Appraisal of the dissection experience
Both groups did not differ significantly with respect to the appraisal
of negative experiences encountered during dissection (Table 3a).
They considered dissection to be a little nauseating, scary, painful,
depressing, unbearable and anxiety provoking, with a total mean
of 1.68±0.25 in group 1 vs. 1.65±0.29 in group 2 (P=0.26). On the
other hand, both cultural (group 1) and non-cultural (group 2)
groups appraised dissection positively as being enjoyable (3.93±1
vs. 3.58±1.3), challenging (3.86±8 vs. 4.00±1.04), stimulating
(3.91±0.77 vs. 3.67±1.1), exciting (3.82±0.99 vs. 3.44±1.13), interesting
(4.45±0.7 vs. 4.14±0.96) and informative (4.43±0.7 vs. 4.00±0.93)
(Table 3b). In brief, both groups provided high numerical appraisals
of the positive aspects of dissection. However, the cultural group
deemed the dissection experience to be more positive, with an
overall average of 4.01±0.4 vs. 3.69±0.35 for group 2.
Assessment of learning outcomes
Regarding the assessment of learning outcomes, both groups
greatly appreciated the academic benefits of cadaveric dissection
despite the fact that the cultural group (group 1) perceived this
experience as significantly more positive in most of the parameters
and variables included in the questionnaire (P< 0.05). Familiarity
with the human body as a consequence of dissection was very
highly appraised in both groups (4.7±0.51 in group 1 and 4.39±1.1,
in group 2). As shown in Table 4, all students were in agreement
that cadaveric dissection promoted a combination of theory and
practice, teamwork, practical skills, and it widened the spectrum