24 | JADE
ROSALYN A JURJUS ET AL.
of learning outcomes which are essential to future doctors. The cultural group was significantly more positive in all of the above aspects, with the exception of the development of psychomotor skills in preparation for the clinical work( see Table 4).
Gender difference
After comparing other criteria for grouping such as gender, age, and citizenship among others( data not shown), only gender showed a statistically significant correlation( P < 0.005) regarding the dissection experience. As illustrated in Table 5, male students were remarkably less negative( 1.34 ± 0.16 vs. 1.89 ± 0.31) and more positive( 3.74 ±. 41 vs. 4.04 ± 0.35) compared to females, respectively. However, in general, the dissection experience for all students was significantly more positive( P < 0.001) than negative( Figure 1 and Table 6).
Conceptual differences and dissection
The concept maps( Figure 2 and 3), as well as the analysis of students’ written statements( Table 6), show there was a remarkable difference in the qualitative comments between the two groups. Further analysis of the written statements was performed using concepts and conceptual mapping by Leximancer data analysis software, which calculates the relevance of words( Figure 2 and 3). Colored concept maps were generated that demonstrate stronger salient concepts in red, brown or orange and minor relevant concepts in shades of green, blue and purple. The size of the circles is a visual representation of the concepts, while the words in the circle are the relevant words included in the development of the concept. Figures 2 and 3 represent the summary of the data. There were two major concepts in Figure 2, for group 1, in brown and red / brown that stressed culture and spiritual beliefs when dealing with the dissection of the body. In this group, spiritual belief coincided with cultures and promoted learning through dissection. As for minor concepts, the cultural group had 9 minor concept circles with shades of green, blue and purple. Group 1 stressed belief, culture and respect for the cadaver, religious and family views and the importance of dissection of cadavers on learning anatomy. On the other hand, the non-cultural group had only eight circles, with one large brown to red circle( Figure 3). That circle represents the scientific value of dissection as a means of learning that deserves respect. The other 7 small circles of relevant minor concepts highlight the importance of dissection for education, with little mention of culture and identity.