| 000 -LEADER |
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| fixed length control field |
05608nam a22003977a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20260219113924.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
260216s20252025ph a|||erm||| 000 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
University of Cebu-Banilad |
| Transcribing agency |
University of Cebu-Banilad |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Antolin, Marian A., |
| Relator term |
author. |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Perception, attitude, and emotional response of first year medical students of the University of Cebu School of Medicine towards cadaveric dissection in learning gross anatomy / |
| Statement of responsibility, etc |
Marian A. Antolin, Romeo Abel Jr. Bertulfo, Athan Rie J. Barte, Thea Cabahug, Ghea Marie R. Comendador, N Ross L. Fernandez, Loisse Daryl P Montejo, Christ Joseph P. Rallos, Archelle H. Reserva, and Andrea Chellou Mae B. Tiempo. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
Subangdaku, Mandue City, Philippines : |
| Name of publisher, distributor, etc |
University of Cebu School of Medicine, |
| Date of publication, distribution, etc |
c2025. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
98 pages : |
| Other physical details |
colored illustrations ; |
| Dimensions |
28 cm. |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type |
volume |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
"Being a medical student means being prepared to encounter both the living and the dead. A normal week for a student in the University of Cebu School of Medicine (UCSM) includes a cadaver dissection twice a week for Gross Anatomy. However, for a number of students—including the researchers—the first encounter with a cadaver was an overwhelming and emotionally charged experience. Before the first dissection, many students had a sense of uncertainty about what to expect and how to approach the experience. Some hesitated to go near the cadaver, unsure of what to do when given the opportunity to perform dissections themselves. One of the researchers found it difficult to even look at the cadaver during the first session and experienced sleepless nights, as the image repeatedly surfaced in her mind. Another batchmate struggled with the persistent smell of citronella solution, feeling as though it lingered long after leaving the lab. These shared experiences led us to ask: How do other first-year medical students emotionally respond to cadaveric dissection? Are feelings of anxiety, stress, or discomfort common among our peers? How do factors such as prior anatomy exposure, cultural beliefs, and individual coping mechanisms shape these reactions? Human cadaveric dissection has been a core teaching tool in anatomy for centuries (Magee, 2001). It provides an irreplaceable hands-on experience, allowing students to deeply understand the structure and organization of the human body—an essential foundation for medical practice. Despite technological advances such as virtual anatomy platforms, dissection remains vital in developing technical skills, spatial awareness, and an appreciation for the complexity of human anatomy (Ghosh, 2015). However, dissection is not just a scientific exercise—it can also be an emotional and psychological experience, especially for those encountering it for the first time. Studies from medical institutions around the world have reported a wide range of emotional responses among students, including anxiety, discomfort, stress, and a profound sense of respect for the human body (Kotze & Mole, 2013). Some students experience a sense of unease at the prospect of working with a cadaver, while others may feel empathy toward the individuals who donated their bodies to science. These emotional responses can have short-term and long-term effects on the mental well-being of students and their approach to clinical work (Change et al., 2018). Additionally, factors such as the pre-medical academic background of the student may influence how they perceive and emotionally respond to dissection, with some students potentially feeling more prepared due to prior exposure to anatomy or related subjects (Thomas et al., 2021). Understanding the emotional responses of medical students to cadaveric dissection is crucial for educators in shaping a curriculum that addresses not only technical skills but also the emotional preparedness and mental well-being of future healthcare professionals. The emotional reactions that students experience during dissection can significantly impact their professional development, influencing their approach to patient care and their ability to cope with the stresses of medical practice (Arraez-Aybar et al., 2014). Recognizing these responses allows educators to develop a curriculum that integrates emotional awareness and resilience, fostering an environment where students can effectively manage stress and anxiety (Toufan et al., 2023). Moreover, acknowledging and supporting these emotional experiences contributes to the long-term well-being of medical students, ultimately leading to more fulfilling careers in medicine (Lonn et al., 2021)." —Background of the study |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Adult |
| 541 ## - IMMEDIATE SOURCE OF ACQUISITION NOTE |
|---|
| Deans/Chairperson |
Montoya, Ma. Melfer |
| Department |
|
| Subject Category |
Medicine |
| 541 ## - IMMEDIATE SOURCE OF ACQUISITION NOTE |
|---|
| Deans/Chairperson |
Montoya, Ma. Melfer |
| Department |
|
| Subject Category |
Medicine |
| 546 ## - LANGUAGE NOTE |
|---|
| Language note |
Text in English |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Bertulfo, Romeo Abel Jr., |
| Relator term |
author. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Barte, Athan Rie J., |
| Relator term |
author. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Cabahug, Thea, |
| Relator term |
author. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Comendador, Ghea Marie R., |
| Relator term |
author. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Fernandez, N Ross L., |
| Relator term |
author. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Montejo, Loisse Darryl P., |
| Relator term |
author. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Rallos, Christ Joseph P., |
| Relator term |
author. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Reserva, Archelle H., |
| Relator term |
author. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Tiempo, Andrea Chellou Mae B., |
| Relator term |
author. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Type of record |
Thesis |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
|---|
| Encoded by |
Janna [new] |
| Date encoded |
02/16/2026 |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
|---|
| Encoded by |
Janna [added] |
| Date encoded |
02/19/2026 |
