In Their Own Words: Impact of Donor Information and Personal Statements on Humanization of Donors in a Gross Anatomy Course

Autor/inn/en	Mueller, Caroline M.; Allison, Sara M.
Titel	In Their Own Words: Impact of Donor Information and Personal Statements on Humanization of Donors in a Gross Anatomy Course
Quelle	In: Advances in Physiology Education, 46 (2022) 3, S.426-437 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mueller, Caroline M.) ORCID (Allison, Sara M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Anatomy; Human Body; Donors; Knowledge Level; Student Attitudes; Access to Information; Laboratory Procedures; Privacy; Patients; Interpersonal Relationship; Dentistry; Graduate Students; Humanization; Attitude Change; Mississippi + Suchen Sie Ihr Suchwort? Anatomie; Menschlicher Körper; Wissensbasis; Schülerverhalten; Laboruntersuchung; Privatsphäre; Patient; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zahnmedizin; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Humanisierung; Attitudinal change; Einstellungsänderung
Abstract	Humanization of donors in gross anatomy courses has been reported to facilitate professional behavior in healthcare students. However, there is a lack of research investigating whether students' knowledge of donor information is associated with humanization of whole body donors. To address this gap, the present study aimed to 1) determine whether knowledge of donor information is associated with greater humanization of donors and 2) investigate student perceptions of receiving donor information. Donor information was provided to students at the beginning of the course (cohort A) or at midsemester ("cohort B"). Questionnaires utilized quantitative and qualitative methods to assess humanization and student perceptions at the beginning, middle, and end of the semester. Independent t tests demonstrated that there was no statistically significant difference in mean humanization scores between cohorts A and B before the first dissection [t(37) = 0.449, P = 0.656], at midsemester [t(35) = -1.546, P = 0.131], or at the end of the semester [t(28) = 0.004, P = 0.997]. Thematic analysis demonstrated that as the semester progressed students' view of dissection as an invasion of privacy and the donor as a patient decreased. Themes delineated from students' open-ended responses revealed that students felt a connection with their donors; that the donors' consenting information gave permission to dissect; and that the information gave students an invaluable learning experience. Students demonstrated detached concern toward their donor, viewing the donor as a learning tool or educator rather than a patient. However, their responses also indicated the development of a deeper, personal connection to donors. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01