Abstract：
Dissection of bodies provided by donors continues to be utilized as a critical part of medical education. It also represents a rite of passage that socializes students to prepare them for the stress that comes with working in a clinical environment as a medical professional. Just as proper guidance in acquiring technical skills is critical in anatomy education, there is an important need for proper emotional guidance throughout the human dissection process. A pilot curriculum was developed by an interdisciplinary faculty team to emotionally prepare students for their first visit to the anatomy laboratory. Students were first-year foundation premedical students who had expressed an interest in visiting the laboratory. Pre- and post-visit surveys were conducted to explore students\' emotional responses to a first visit to the anatomy laboratory and their utilization of coping strategies. The survey findings show an overwhelming favorable feeling in anticipation of the human gross anatomy laboratory visit. About 20% of the students experienced anxiety at the anticipation of the laboratory visit, but only 5.3% experienced anxiety during the visit. The decrease in the number of students experiencing anxiety may be attributed to the interventions introduced before and during the visit. Talking with a close friend was the main coping strategy utilized by 63% of students experiencing fear or anxiety during and after the laboratory visit. The findings from this program evaluation provide a better understanding of student emotional preparedness and utilization of coping strategies, which may help prepare and guide future students for the dissection experience.
摘要：
捐助者提供的尸体解剖继续被用作医学教育的重要组成部分。它也代表了一种通过仪式，使学生社会化，为他们在临床环境中工作作为医疗专业人员的压力做好准备。正如在获得技术技能的适当指导是解剖学教育的关键，在整个人类解剖过程中，需要适当的情感指导。一个跨学科的教师团队开发了一个试点课程，为学生第一次访问解剖实验室做好情感准备。学生是一年级基础预科学生，他们表示有兴趣参观实验室。进行了访问前和访问后的调查，以探索学生对首次访问解剖实验室的情绪反应及其对应对策略的利用。调查结果显示，对人类大体解剖实验室访问的期望具有压倒性的良好感觉。大约20%的学生在实验室访问的预期中经历了焦虑，但只有5.3%的人在访问期间感到焦虑。经历焦虑的学生人数的减少可能归因于在访问之前和期间引入的干预措施。与密友交谈是63％的学生在实验室访问期间和之后经历恐惧或焦虑的主要应对策略。这项计划评估的结果可以更好地了解学生的情绪准备和应对策略的利用，这可能有助于准备和指导未来的学生解剖经验。
