000			05608nam a22003977a 4500
003			OSt
005			20260219113924.0
008			260216s20252025ph a|||erm||| 000 0 eng d
040			_aUniversity of Cebu-Banilad _cUniversity of Cebu-Banilad
100			_aAntolin, Marian A., _eauthor.
245			_aPerception, attitude, and emotional response of first year medical students of the University of Cebu School of Medicine towards cadaveric dissection in learning gross anatomy / _cMarian 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			_aSubangdaku, Mandue City, Philippines : _bUniversity of Cebu School of Medicine, _cc2025.
300			_a98 pages : _bcolored illustrations ; _c28 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
504			_aIncludes bibliographical references.
520			_a"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			_aAdult
541			_xMontoya, Ma. Melfer _yDoctor of Medicine _zMedicine
541			_xMontoya, Ma. Melfer _yDoctor of Medicine _zMedicine
546			_aText in English
700			_aBertulfo, Romeo Abel Jr., _eauthor.
700			_aBarte, Athan Rie J., _eauthor.
700			_aCabahug, Thea, _eauthor.
700			_aComendador, Ghea Marie R., _eauthor.
700			_aFernandez, N Ross L., _eauthor.
700			_aMontejo, Loisse Darryl P., _eauthor.
700			_aRallos, Christ Joseph P., _eauthor.
700			_aReserva, Archelle H., _eauthor.
700			_aTiempo, Andrea Chellou Mae B., _eauthor.
942			_2ddc _cTHE
998			_cJanna [new] _d02/16/2026
998			_cJanna [added] _d02/19/2026
999			_c14929 _d14929