JADE 6th edition | Page 33

ARTICLE #2 | 33 ASSESSING THE IMPACT OF THE CULTURAL BELIEFS OF MEDICAL STUDENTS ON THE CADAVERIC DISSECTION IN GROSS ANATOMY Shalev A and Nathan H. 1985. Medical students’ stress reactions to dissections. Isr J Psychiatry Relat Sci 22:121-133. Slotnick HB. 2001. How doctors learn: Education and learning across the medical-school-to-practice trajectory. Acad Med 76:1013-1026. Slotnick HB and Hilton SR. 2006. Proto-professionalism and the dissecting laboratory. Clin Anat 19:429-436. Smith CF and Mathias HS. 2010. Medical students’ approaches to learning anatomy: Students’ experiences and relations to the learning environment. Clin Anat 23:106-114. Sukol RB. 1995. Building on a tradition of ethical consideration of the dead. Hum Pathol 26:700-705. Swartz WJ. 2006. Using gross anatomy to teach and assess professionalism in the first year of medical school. Clin Anat 19:437441. Sweetman GM, Crawford G, Hird K and Fear MW. 2013. The benefits and limitations of using ultrasonography to supplement anatomical understanding. Anat Sci Educ 6:141-148. Swenson SL and Rothstein JA. 1996. Navigating the wards: Teaching medical students to use their moral compasses. Acad Med 71:591594. Tschernig T, Schlaud M and Pabst R. 2000. Emotional reactions of medical students to dissecting human bodies: A conceptual approach and its evaluation. Anat Rec 261:11-13. Weeks SE, Harris EE and Kinzey WG. 1995. Human gross anatomy: A crucial time to encourage respect and compassion in students. Clin Anat 8:69-79. William JL. 1992. Don’t discuss it: Reconciling illness, dying, and death in a medical school anatomy laboratory. Fam Syst Med 10:6578. Williams AD, Greenwald EE, Soricelli RL and DePace DM. 2014. Medical students’ reactions to anatomic dissection and the phenomenon of cadaver naming. Anat Sci Educ 7:169-180.