JADE 6th edition

ARTICLE #2 | 31 ASSESSING THE IMPACT OF THE CULTURAL BELIEFS OF MEDICAL STUDENTS ON THE CADAVERIC DISSECTION IN GROSS ANATOMY first day of gross anatomy dissection. Clin Anat 17:328-333. Jones TW, Lachman N and Pawlina W. 2014. Honoring our donors: A survey of memorial ceremonies in United States anatomy programs. Anat Sci Educ 7:219-223. Jurjus RA, Krum J and Goldman EF. 2013. Design for learning: Adapting the microscopic anatomy laboratory to adult learners. Anat Sci Educ 6:177-181. Kotzé SH and Mole CG. 2013. Talking about death: Implementing peer discussion as a coping mechanism to overcome fears about dissection, death, and dying. Anat Sci Educ 6:191-198. Lamdin R, Weller J and Kerse N. 2012. Orientation to dissection: Assisting students through the transition. Clin Anat 25:235-240. Lempp HK. 2005. Perceptions of dissection by students in one medical school: Beyond learning about anatomy. A qualitative study. Med Educ 39:318-325. Madill A and Latchford G. 2005. Identity change and the human dissection experience over the first year of medical training. Soc Sci Med 60:1637-1647. Martyn H, Barrett A and Nicholson HD. 2014. A belief in the soul may contribute to the stress experienced in the dissecting room. J Anat 224:345-351. Martyn H, Barrett A and Nicholson HD. 2013. Medical students’ understanding of the concept of a soul. Anat Sci Educ 6:410-414. Mc Garvey MA, Farrell T, Conroy RM, Kandiah S and Monkhouse WS. 2001. Dissection: A positive experience. Clin Anat 14:227-230. McEvoy M, Burton W and Milan F. 2014. Spiritual versus religious identity: A necessary distinction in understanding clinicians’ behavior and attitudes toward clinical practice and medical student teaching in this realm. J Relig Health 53:1249-1256. Mitchell BS, Xu Q, Jin L, Patten D and Gouldsborough I. 2009. A cross-cultural comparison of anatomy learning: Learning styles and strategies. Anat Sci Educ 2:49-60.

JADE 6th edition | Page 31