Abstract
Background:
The experience of the dissection room (DR) and interaction with body donors is a common
element of medical education. This event is challenging for many students and also influences
their professional identity formation (PIF). What is unclear is whether or how PIF occurs prior
to undertaking donor dissection. Further, it is unknown whether students consider the DR
experience offers any unique educational elements that cannot be acquired elsewhere in the
medical curriculum. In addition, the role of Pasifika culture during this experience remains
predominantly unknown in relation to PIF and how students from ethnic minorities may
perceive the event. This is particularly important in Aotearoa New Zealand (NZ) as little is
known about Pasifika students’ engagement with the DR.
Aims:
There were four aims: 1) To gain an understanding of how medical students perceived their
initial experiences of the DR and body donors before dissection occurred, and explore how
these relate to PIF; 2) To determine whether there are learning experiences unique to
engagement with the DR and body donors; 3) To explore Pasifika student’s DR experiences
and how this impacts their PIF; 4) To gain an understanding of the cultural needs of Pasifika
students and highlight how cultural safety could be facilitated within the DR.
Methods:
Eligible participants were first year medical students with no previous DR or body donor
experience. Participants were interviewed following their initial engagement with the DR and
body donors, prior to undertaking dissection. Questions focused on perspectives about the
initial DR experience, including how the DR differed from other teaching experiences within
the medical school. Interviews were recorded, transcribed, and analysed thematically.
Results:
Twenty students were interviewed (mean age 22 years; 12 females; 8 Pasifika); mean interview
length was 26 minutes. Analysis of data identified four core themes: professional identity
formation, educational elements, death and spirituality, and cultural perspectives. Three
subthemes were also found, including student experiences, behaviours, and environment.
Results indicate that PIF is influenced by a single interaction with body donors prior to
dissection. Some unique educational elements of the experience were identified, including
knowledge of how different cultures interact with the dead. Pasifika students found it difficult
to maintain their culture in this space, opting to “leave it (culture) at the door” and viewing the
DR as a cultural purgatory. Suggestions for improving Pasifika comfort and engagement
included increasing the number of Pasifika staff or introducing prayer sessions prior to DR
events.
Conclusion:
The initial exposure to the DR and body donors before the commencement of dissection
represents an educational threshold concept where students likely undergo substantial
developments in PIF. The experience does offer some unique learning opportunities, such as
understanding how different cultures interact and engage with the dead; for some students, it is
their first exposure to the dead. Culture holds significant importance for students, especially
among Pasifika students who perceive the DR as a cultural purgatory. Although some cultural
support initiatives exist, these are not currently adequate for Pasifika students and more
culturally safe and inclusive initiatives are required.