Affiliations: Selbständige Abteilung für Neuropathologie
(Leiter: Prof. Dr. R. Schober) des Universitäts-klinikums Leipzig. | Psychiatrische Tagesklinik Borna der Abteilung
Psychiatrie/Psychotherapie des Diakoniewerkes Zschadraß GmbH. | Abteilung für Medizinische Psychologie und
Medizinische Soziologie der Universität Leipzig.
Note: [] Korrespondenzadresse: Prof. Dr. P. Emmrich, Institut für
Pathologie der Universität, Liebigstr. 26, D–04103 Leipzig. Tel.:
0341 9715044; E-mail: [email protected]
Abstract: In a pre-post-examination 215, resp. 200 medical students
participated in a study about their interests, ideas, expectations and
personality traits as well as about actual experiences and coping strategies
with regard to the dissection course. 120 students completed both
questionnaires (pre and post test). This sample was used for further analyses.
– The data show particular expectations concerning "support by the
assistant" and provision of knowledge about the corpse. Many students regard the
work in the dissection hall as "repulsive" and "unpleasant". During the
course, the support given by the assistant plays a crucial role for the
students' adjustment. Only few students report a feeling of having to perform
"repulsive work". Those students, however, who start the course with a
"bad" feeling are more likely to continue that feeling. The students do not
wish to start the first dissection with handling the head or the genitals, and
they are reluctant to proceed to special parts of the body, especially to the
arms and the head. – The medical students hardly differ from other students with
regard to personality traits and coping strategies. There is a relationship
between the expectation of an aversive experience and stress coping mechanisms.
– The results of this study suggest the introduction of a preparation course for
the dissecting work. In this course, speaking about technical, organizational
and emotional questions could have a positive effect on the helplessness at the
beginning. Expectations and anxieties could be clarified. This preparation
course could be the first step of a medical education with a focus on issues of
death and dying.
Keywords: education, dissecting course, corpse, physical and mental effects
