Background: For centuries, cadaveric dissections have been the hallmark of medical school anatomy curricula. Beyond short-term, testable anatomical knowledge, there might be lessons about professional development, emotional development, and humanistic empathy that cadaveric dissections impart on students. Research supports the positive impact that donor appreciation ceremonies and small group discussions can have on students’ anxiety levels, comfort, and emotional processing of the experience. (1,2,3) We theorize that implementing small group discussions into the medical anatomy curriculum can positively augment the cadaveric dissection experience for students, resulting in potentially increased emotional growth, reflected in increased empathy scores as measured by the Interpersonal Reactivity Index.
Methods:- First-year students enrolled in the MSK I course at Rocky Vista University’s College of Osteopathic Medicine in Colorado will be randomly assigned to an intervention or control group. The intervention group will participate in one 60-minute facilitated small-group reflective discussion during the course, while the control group will complete the standard curriculum without structured reflection. The Interpersonal Reactivity Index was administered pre- and post-course. Small group participants will be asked to write a short reflection on their experience immediately following discussion. Students who do not complete both surveys or do not participate in cadaveric dissection will be excluded. Written responses were analyzed using Braun and Clarke’s six-phase thematic analysis framework.
Results: A total of 21 participants completed pre- and post-intervention empathy assessments. Overall empathy scores increased modestly from baseline, though this change was not statistically significant (mean total difference = +1.38, p = 0.37). Among empathy domains, perspective-taking demonstrated the greatest improvement, with a mean increase of 1.52 points, approaching statistical significance (p = 0.078). No significant pre–post changes were observed in fantasy, empathic concern, or personal distress domains. Subgroup analyses revealed no statistically significant differences by discussion participation, prior experience, age, or gender; however, older participants and those with prior experience exhibited larger mean increases in perspective-taking and total empathy scores. Written responses demonstrated common themes of validation of the students’ emotions, peer-bonding, and increased appreciation for the sacrifice that donors make.
Conclusion: Although statistically significant changes were not observed, perspective-taking emerged as a potentially responsive empathy domain. This underpowered pilot suggests that structured reflective discussion may positively influence the educational experience and supports further study with a larger sample.
Methods:- First-year students enrolled in the MSK I course at Rocky Vista University’s College of Osteopathic Medicine in Colorado will be randomly assigned to an intervention or control group. The intervention group will participate in one 60-minute facilitated small-group reflective discussion during the course, while the control group will complete the standard curriculum without structured reflection. The Interpersonal Reactivity Index was administered pre- and post-course. Small group participants will be asked to write a short reflection on their experience immediately following discussion. Students who do not complete both surveys or do not participate in cadaveric dissection will be excluded. Written responses were analyzed using Braun and Clarke’s six-phase thematic analysis framework.
Results: A total of 21 participants completed pre- and post-intervention empathy assessments. Overall empathy scores increased modestly from baseline, though this change was not statistically significant (mean total difference = +1.38, p = 0.37). Among empathy domains, perspective-taking demonstrated the greatest improvement, with a mean increase of 1.52 points, approaching statistical significance (p = 0.078). No significant pre–post changes were observed in fantasy, empathic concern, or personal distress domains. Subgroup analyses revealed no statistically significant differences by discussion participation, prior experience, age, or gender; however, older participants and those with prior experience exhibited larger mean increases in perspective-taking and total empathy scores. Written responses demonstrated common themes of validation of the students’ emotions, peer-bonding, and increased appreciation for the sacrifice that donors make.
Conclusion: Although statistically significant changes were not observed, perspective-taking emerged as a potentially responsive empathy domain. This underpowered pilot suggests that structured reflective discussion may positively influence the educational experience and supports further study with a larger sample.