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• W3014023158 abstract "The undergraduate medical students must be made aware of the ethical and humanistic values of cadaveric dissection. This study therefore designed, implemented, and evaluated the impact of the module 'Cadaver as a Teacher' (CrAFT) that examines the ethical values of cadaveric dissection.This prospective, multimethod study involved 447 first-year undergraduate medical students who had participated in all three sessions of the CrAFT module. Activities included interactive lectures, individual assignments, and a poster-making competition. Students offered a silent tribute and wrote words of gratitude down on a tribute wall. They also expressed their thoughts in the form of essays, poems, and collages. These reflections were qualitatively analysed to generate themes. At the end of the module, an online quiz was conducted to assess the knowledge gained by the students. Their scores were correspondingly recorded and calculated.The major themes identified were: cadaver as a teacher, acknowledgement and thanksgiving, bonding, and empathy. Out of all the test takers, 316 students (94.32%) scored more than a five out of ten. The students strongly felt that the module effectively sensitised them towards the ethical and humanitarian aspects of handling cadavers.The implementation of an educational module about cadavers is a novel approach towards sensitising medical students. The students believed that sensitising them early on would have helped them establish a practice grounded in professionalism, human values, and empathy.يجب أن يكون طلاب الطب في المرحلة الجامعية على دراية بالقيم الأخلاقية والإنسانية لتشريح الجثث. لذلك، قمنا بتصميم وتنفيذ وتقييم تأثير وحدة الجثة كمدرس التي درست القيم الأخلاقية لتشريح الجثث.شملت هذه الدراسة المستقبلية متعددة الأساليب ٤٤٧ طالبا من السنة الجامعية الأولى للطب. ضمت الدراسة الطلاب الذين شاركوا في جميع الدورات الثلاث للوحدة. حيث كانت هناك محاضرات تفاعلية ومهام فردية ومسابقة لصناعة الملصقات. قدم الطلاب ثناء صامتا وصاغوا كلمات امتنانهم على جدار التقدير. كما عكس الطلاب أفكارهم في شكل مقالات وقصائد وملصقات. وقد تم تحليل هذه الانعكاسات النوعية لتوليد المواضيع. كما تم في نهاية الوحدة إجراء اختبار عبر الإنترنت لتقييم المعرفة التي اكتسبها الطلاب. وتم تسجيل النتائج المكتسبة وحسابها.كانت الموضوعات الرئيسة التي تم تحديدها؛ الجثة كمدرس، والاعتراف والشكر، والترابط، والتعاطف. حصل ٣١٦ طالبا (٩٤.٣٢٪) على أكثر من خمسة من عشرة درجات. شعر الطلاب بقوة أن الوحدة نجحت في توعيتهم بالجوانب الأخلاقية والإنسانية للتعامل مع الجثث.إن تطبيق نموذج تعليمي حول الجثة ينتج منهجا جديدا نحو توعية الطلاب. رأى الطلاب أن توعيتهم خلال أيامهم المبكرة من شأنه أن يسهم في رحلتهم لممارسة الاحتراف والقيم الإنسانية والتعاطف." @default.
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• W3014023158 date "2020-04-01" @default.
• W3014023158 modified "2023-09-30" @default.
• W3014023158 title "Cadaver as a first teacher: A module to learn the ethics and values of cadaveric dissection" @default.
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• W3014023158 doi "https://doi.org/10.1016/j.jtumed.2020.03.002" @default.
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