Does Education About Death and Dying Decrease Stress Generated in the Dissection Room?

SUMMARY: Positive effects on reducing students’ stress have been reported across numerous university settings when anatomy preparatory seminars have been provided. To date, this type of preparation for coping with cadaver dissection has not been studied in Spanish universities. The aim of...

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Autores principales:	González-Pinilla,Juan, Ruiz-Gallego-Largo,Trinidad, Barrio-Asensio,Carmen, Catón,Javier, Martínez-Sanz,Elena, Murillo-González,Jorge
Lenguaje:	English
Publicado:	Sociedad Chilena de Anatomía 2020
Materias:	Anatomy education Cadaver dissection Medical students Stress
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0717-95022020000501184
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spelling	oai:scielo:S0717-950220200005011842021-06-10Does Education About Death and Dying Decrease Stress Generated in the Dissection Room?González-Pinilla,JuanRuiz-Gallego-Largo,TrinidadBarrio-Asensio,CarmenCatón,JavierMartínez-Sanz,ElenaMurillo-González,Jorge Anatomy education Cadaver dissection Medical students Stress SUMMARY: Positive effects on reducing students’ stress have been reported across numerous university settings when anatomy preparatory seminars have been provided. To date, this type of preparation for coping with cadaver dissection has not been studied in Spanish universities. The aim of this study is to evaluate how first-year Spanish medical students face the dissecting room and whether previous preparation about death and dying reduces the stress generated. We performed an interventional study with students who received preparatory classes before the dissection practices (Experimental Group, EG) and with students who did not (Control Group, CG). Sociodemographic data and a self-assessment on stress symptoms were collected through a questionnaire completed before and after the dissection practices. No differences were found in the self-report of symptoms of stress among students who consider themselves religious or not, or between students who had a family member in the healthcare environment or not. However, in the EG, the students who had ample experience with terminally ill patients or death reported fewer stress symptoms. Unexpectedly, the number of selfreported stress symptoms after the dissection practice was higher in EG students. In conclusion the stress levels of first-year Spanish medical students not only did not improve after receiving preparatory classes about death and dying and discussion groups, but it gets worse. We found a relationship between student stress measured and experience with terminally ill patients or death. Additional studies are needed to identify the most suitable preparation for Spanish medical students.info:eu-repo/semantics/openAccessSociedad Chilena de AnatomíaInternational Journal of Morphology v.38 n.5 20202020-10-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0717-95022020000501184en10.4067/S0717-95022020000501184
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	Anatomy education Cadaver dissection Medical students Stress
spellingShingle	Anatomy education Cadaver dissection Medical students Stress González-Pinilla,Juan Ruiz-Gallego-Largo,Trinidad Barrio-Asensio,Carmen Catón,Javier Martínez-Sanz,Elena Murillo-González,Jorge Does Education About Death and Dying Decrease Stress Generated in the Dissection Room?
description	SUMMARY: Positive effects on reducing students’ stress have been reported across numerous university settings when anatomy preparatory seminars have been provided. To date, this type of preparation for coping with cadaver dissection has not been studied in Spanish universities. The aim of this study is to evaluate how first-year Spanish medical students face the dissecting room and whether previous preparation about death and dying reduces the stress generated. We performed an interventional study with students who received preparatory classes before the dissection practices (Experimental Group, EG) and with students who did not (Control Group, CG). Sociodemographic data and a self-assessment on stress symptoms were collected through a questionnaire completed before and after the dissection practices. No differences were found in the self-report of symptoms of stress among students who consider themselves religious or not, or between students who had a family member in the healthcare environment or not. However, in the EG, the students who had ample experience with terminally ill patients or death reported fewer stress symptoms. Unexpectedly, the number of selfreported stress symptoms after the dissection practice was higher in EG students. In conclusion the stress levels of first-year Spanish medical students not only did not improve after receiving preparatory classes about death and dying and discussion groups, but it gets worse. We found a relationship between student stress measured and experience with terminally ill patients or death. Additional studies are needed to identify the most suitable preparation for Spanish medical students.
author	González-Pinilla,Juan Ruiz-Gallego-Largo,Trinidad Barrio-Asensio,Carmen Catón,Javier Martínez-Sanz,Elena Murillo-González,Jorge
author_facet	González-Pinilla,Juan Ruiz-Gallego-Largo,Trinidad Barrio-Asensio,Carmen Catón,Javier Martínez-Sanz,Elena Murillo-González,Jorge
author_sort	González-Pinilla,Juan
title	Does Education About Death and Dying Decrease Stress Generated in the Dissection Room?
title_short	Does Education About Death and Dying Decrease Stress Generated in the Dissection Room?
title_full	Does Education About Death and Dying Decrease Stress Generated in the Dissection Room?
title_fullStr	Does Education About Death and Dying Decrease Stress Generated in the Dissection Room?
title_full_unstemmed	Does Education About Death and Dying Decrease Stress Generated in the Dissection Room?
title_sort	does education about death and dying decrease stress generated in the dissection room?
publisher	Sociedad Chilena de Anatomía
publishDate	2020
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0717-95022020000501184
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Does Education About Death and Dying Decrease Stress Generated in the Dissection Room?

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