"Cadaver conference day": A psychiatrist in the gross anatomy course

Gary J. Kennedy, Todd R. Olson

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Numerous medical schools in the United States and abroad have determined that anatomy taught through cadaver dissection is untenable. Concerns for cost effectiveness, educational efficacy, the shortage of trained anatomist teachers, the increasing demand for cadavers, and pressure to convert dissection rooms to research laboratories, all argue for minimizing or eliminating cadaver dissection. However, arguments against dissection tend to ignore the emotional growth students experience in the process. Cadaver dissection prepares them for one of the core dilemmas of patient care, namely, the need to be personally engaged yet clinically detached. This dilemma, traditionally encountered with the first incision in the dissection lab, will persist throughout professional life, and it must be addressed in order to provide humanistic care with scientific objectivity. What follows is one perspective on how to shape students' self-awareness in the first weeks of dissection. The premise is simply that examination of the cadaver provides the student a unique opportunity to examine the self.

Original languageEnglish (US)
Pages (from-to)26-30
Number of pages5
JournalPrimary Psychiatry
Volume16
Issue number1
StatePublished - Jan 2009

Fingerprint

Cadaver
Psychiatry
Dissection
Anatomy
Students
Anatomists
Medical Schools
Cost-Benefit Analysis
Patient Care
Pressure
Growth
Research

ASJC Scopus subject areas

  • Psychiatry and Mental health

Cite this

"Cadaver conference day" : A psychiatrist in the gross anatomy course. / Kennedy, Gary J.; Olson, Todd R.

In: Primary Psychiatry, Vol. 16, No. 1, 01.2009, p. 26-30.

Research output: Contribution to journalArticle

@article{154bc712143f4440aee904c2dd50ec38,
title = "{"}Cadaver conference day{"}: A psychiatrist in the gross anatomy course",
abstract = "Numerous medical schools in the United States and abroad have determined that anatomy taught through cadaver dissection is untenable. Concerns for cost effectiveness, educational efficacy, the shortage of trained anatomist teachers, the increasing demand for cadavers, and pressure to convert dissection rooms to research laboratories, all argue for minimizing or eliminating cadaver dissection. However, arguments against dissection tend to ignore the emotional growth students experience in the process. Cadaver dissection prepares them for one of the core dilemmas of patient care, namely, the need to be personally engaged yet clinically detached. This dilemma, traditionally encountered with the first incision in the dissection lab, will persist throughout professional life, and it must be addressed in order to provide humanistic care with scientific objectivity. What follows is one perspective on how to shape students' self-awareness in the first weeks of dissection. The premise is simply that examination of the cadaver provides the student a unique opportunity to examine the self.",
author = "Kennedy, {Gary J.} and Olson, {Todd R.}",
year = "2009",
month = "1",
language = "English (US)",
volume = "16",
pages = "26--30",
journal = "Primary Psychiatry",
issn = "1082-6319",
publisher = "MBL Communications",
number = "1",

}

TY - JOUR

T1 - "Cadaver conference day"

T2 - A psychiatrist in the gross anatomy course

AU - Kennedy, Gary J.

AU - Olson, Todd R.

PY - 2009/1

Y1 - 2009/1

N2 - Numerous medical schools in the United States and abroad have determined that anatomy taught through cadaver dissection is untenable. Concerns for cost effectiveness, educational efficacy, the shortage of trained anatomist teachers, the increasing demand for cadavers, and pressure to convert dissection rooms to research laboratories, all argue for minimizing or eliminating cadaver dissection. However, arguments against dissection tend to ignore the emotional growth students experience in the process. Cadaver dissection prepares them for one of the core dilemmas of patient care, namely, the need to be personally engaged yet clinically detached. This dilemma, traditionally encountered with the first incision in the dissection lab, will persist throughout professional life, and it must be addressed in order to provide humanistic care with scientific objectivity. What follows is one perspective on how to shape students' self-awareness in the first weeks of dissection. The premise is simply that examination of the cadaver provides the student a unique opportunity to examine the self.

AB - Numerous medical schools in the United States and abroad have determined that anatomy taught through cadaver dissection is untenable. Concerns for cost effectiveness, educational efficacy, the shortage of trained anatomist teachers, the increasing demand for cadavers, and pressure to convert dissection rooms to research laboratories, all argue for minimizing or eliminating cadaver dissection. However, arguments against dissection tend to ignore the emotional growth students experience in the process. Cadaver dissection prepares them for one of the core dilemmas of patient care, namely, the need to be personally engaged yet clinically detached. This dilemma, traditionally encountered with the first incision in the dissection lab, will persist throughout professional life, and it must be addressed in order to provide humanistic care with scientific objectivity. What follows is one perspective on how to shape students' self-awareness in the first weeks of dissection. The premise is simply that examination of the cadaver provides the student a unique opportunity to examine the self.

UR - http://www.scopus.com/inward/record.url?scp=74849122401&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=74849122401&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:74849122401

VL - 16

SP - 26

EP - 30

JO - Primary Psychiatry

JF - Primary Psychiatry

SN - 1082-6319

IS - 1

ER -