Emotionally challenging learning situations: medical students' experiences of autopsies

dc.creator	Maria Weurlander
dc.creator	Max Scheja
dc.creator	Håkan Hult
dc.creator	Annika Wernerson
dc.date	2012-03-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:47Z
dc.date.available	2015-08-12T11:18:47Z
dc.identifier	10.5116/ijme.4f75.fb65
dc.identifier	2042-6372
dc.identifier	https://doaj.org/article/9ae9e02c73a5468ea09f5d5838d04117
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27127
dc.description	Objectives: To explore medical students' experiences of an emotionally challenging learning situation: the autopsy. Methods: Qualitative data were collected by means of written accounts from seventeen students after their first and third autopsies and a group interview with seven students after their first autopsy. Data was interpreted using inductive thematic analysis. Results: Students experienced the autopsy in three ways: as an unnatural situation, as a practical exercise, and as a way to learn how pathologists work. Most students found the situation unpleasant, but some were overwhelmed. Their experiences were characterised by strong unpleasant emotions and closeness to the situation. The body was perceived as a human being, recently alive. Students who experienced the autopsy as a practical exercise saw it mainly as a part of the course and their goal was to learn anatomy and pathology. They seemed to objectify the body and distanced themselves from the situation. Students who approached the autopsy as a way to learn how pathologists work concentrated on professional aspects of the autopsy. The body was perceived as a patient rather than as a biological specimen. Conclusions: Autopsies are emotionally challenging learning situations. If students attend autopsies, they need to participate in several autopsies in order to learn about procedures and manifestations of pathological changes. Students need opportunities to discuss their experiences afterwards, and teachers need to be aware of how different students perceive the autopsies, and guide students through the procedure. Our findings emphasize the importance of investigating emotional aspects of medical education.
dc.language	English
dc.publisher	IJME
dc.relation	http://www.ijme.net/archive/3/experiences-of-autopsies.pdf
dc.relation	https://doaj.org/toc/2042-6372
dc.rights	CC BY
dc.source	International Journal of Medical Education, Vol 3, Pp 63-70 (2012)
dc.subject	student learning
dc.subject	medical education
dc.subject	emotional aspects
dc.subject	autopsy
dc.subject	qualitative analysis
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Emotionally challenging learning situations: medical students' experiences of autopsies
dc.type	article