International Journal of Anatomy and Research

Welcome to International Journal of Anatomy and Research




Type of Article : Original Research

Year: 2015 | Volume 3 | Issue 3 | Page No. 1255-1258

Date of Publication: 31-08-2015



Vinay Kumar V *1, Martin Lucas A 2, Vishal Kumar 3, Pradeep Kulal 4.

*1 Associate Professor, Dept of Anatomy, K. S. Hegde Medical Academy, Nitte University, Deralakatte, Mangalore, Karnataka, India.
2 Professor & HOD, Dept of Anatomy, K. S. Hegde Medical Academy, Nitte University, Mangalore, Karnataka, India.
3 Professor & HOD, Dept of Anatomy, Kodagu Institute of Medical Sciences, Madikeri, India.
4 Senior Resident, Dept of Surgery, K. S. Hegde Medical Academy, Nitte University, Deralakatte, Mangalore, Karnataka, India.

Address: Dr. Vinay Kumar V, Associate Professor, Department of Anatomy, K.S.Hegde Medical Academy, Deralakatte, Mangalore-575018, Karnataka, India.


Introduction: Cadaveric dissection  is routinely practiced for teaching anatomy  for medical students. Anatomy is one of the most important subjects offered during the first year MBBS course. Dissection is very important in learning anatomy, so the first year students will encounter, most likely for the first time, a dead human body. This experience, even though emotionally stressful, provides essential knowledge and skills for their future studies.
Methods: A total of 150 newly admitted first-year medical students emotional and physical reactions to cadaveric dissection were assessed by using a questionnaire. The questionnaires were given just before, after a week and 2 months after the initiation of dissection classes.
Results: Most of the students experienced negative physical symptoms, such as eye irritation (63.33%), headache (10%), decrease in appetite (12%), nausea (3.3%), sweating (35.33%) giddiness (2.66%), shivering (4.66%) and desire to leave dissection hall (9.33%) in the first encounter with a cadaver in the dissection hall. They also experienced adverse emotional responses such as fear (61.33%), depression (14.66%). However, most of these reactions decreased significantly 2 months later, except for eye irritation and their interest has increased on subsequent visit to dissection classes. A majority (95.5%) considered the cadaver dissection to be the most helpful tool in learning anatomy and it increased their skills.
Conclusion: The initial encounters with a cadaver caused emotional and physical stress to students, but most students adapted gradually to the stressful learning environment. The amount of stress can be greatly reduced if they are properly counselled before the dissection classes. Majority of students preferred dissection as the most useful tool to learn anatomy than any other method.
KEY WORDS: Cadaver, Dissection, MBBS, Medical Students.


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Vinay Kumar V, Martin Lucas A, Vishal Kumar, Pradeep Kulal. ATTITUDE OF FIRST YEAR INDIAN MEDICAL STUDENTS TOWARDS CADAVER DISSECTION. Int J Anat Res 2015;3(3):1255-1258. DOI: 10.16965/ijar.2015.196




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