110 - Emotional Impacts of Initial Experiences of the Anatomy Laboratory Reflect a Student’s Pre-existing Fear of Death and Dying; Improved Preparedness May Enhance Student Well-being

Poster Board Number: 110
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Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Anatomy laboratory classes using cadaveric human materials are amongst the most challenging learning environments experienced by students for a range of programs including medical (Med), nursing (Nrs), biomedical health professions (Biomed). Use of cadaveric resources remains topical, with previous research advocating variously use, removal and even re-establishment of anatomy laboratory classes. Student factors influencing the psychological impact of anatomy classes identified within a range of health programs, include gender, culture, professional identity, and age. Interventions to improve student preparedness, well-being and success include use of preparatory videos, reflective writing, thanksgiving services and use of technology enhanced learning resources. Self-reported student perception surveys, before and following initial classes are commonly used to examine psychological impact, with fewer reports using standardised tools such as State-Trait Anxiety Inventory to evaluate extent and/or potential for ongoing post-traumatic stress. Acute negative responses may occur in up to 75% of students, with 1-5% potentially at risk for ongoing symptoms. Standardised evaluation of the student’s pre-existing fear of death and dying and whether this changes after time in the lab or commencement of dissection, rather than use of prosected resources, within different cohorts has not been reported.
This study investigated Med (n=51), Biomed (n=218) and Nrs (n=229) students’ pre-existing fears of death and dying, prior to their first laboratory class using the Lester and Abdel-Khalek version of the Collett-Lester Fear of Death and Dying Scale (FDDS). Emotional impact was assessed 4 weeks later using the Impact of Events Scale (IES). Demographic data included age, gender, previous dissection experience (animal) and exposure to deceased humans. Each student developed a personal identifier code that allowed matching of each students’ demographic, FDDS and IES data. Medical students completed the surveys twice, the second time two years later, when commencing their dissection elective. Statistical analyses were undertaken using SPSS.
Demographically, most students were female (Nrs 85.6%; Med 66.7%; Biomed 58.7%) with average ages of 27, 24 and 20 years respectively. Med (71%) and Biomed students (72%) had more experience of animal dissection compared to Nrs students (57%), whilst post-graduate Med students had more experience of deceased humans (74%) than undergraduate Nrs (43%) or Biomed students (39%). All cohorts showed death anxiety with the overall FDDS scores highest in Nrs (91), Biomed (84) compared to Med (78.4) which fell after 2 years to 66. IES scores were highest in Biomed (9.5), the youngest cohort, compared to Nrs (7.8) and lowest in Med (4.2), reducing to 2.96, 2 years later. Overall, a student’s pre-existing fear of death and dying influences the likelihood of negative responses to the anatomy laboratory however the value of the FDDS as a predictive tool for identifying students “at risk” of negative responses maybe limited since, overtime, ongoing anatomy experiences were associated with reduced FDDS scores. Subsequent performance of dissection, a potentially more confronting experience, reduced both FDDS and IES. This study indicates that improved student preparation for anatomy classes to reduce fear, prior to anatomy class commencement, may benefit student well-being and potentially their learning success.