Audiovisual material as educational innovation strategy to reduce anxiety response in students of human anatomy

Advances in Health Sciences Education

Volumn 17, Issue 3, 2012, Pages 431-440

  Casado, María Isabel ^a   Castaño, Gloria ^a   Arráez Aybar, Luis Alfonso ^a  

^a UNIVERSIDAD COMPLUTENSE DE MADRID   (Spain)

Author keywords

Anatomy; Anxiety; Audiovisual methods; Educational innovation; Human dissection

Indexed keywords

ADOLESCENT; ADULT; ANATOMY; ANXIETY; AUDIOVISUAL AID; CLASSIFICATION; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; DISSECTION; EDUCATION; FEMALE; HUMAN; MALE; MEDICAL EDUCATION; MEDICAL STUDENT; PSYCHOLOGICAL ASPECT; RANDOMIZED CONTROLLED TRIAL; REVIEW; SPAIN;

ADOLESCENT; ANATOMY; ANXIETY; AUDIOVISUAL AIDS; DISSECTION; EDUCATION, MEDICAL; EDUCATION, MEDICAL, UNDERGRADUATE; FEMALE; HUMANS; MALE; SPAIN; STUDENTS, MEDICAL; YOUNG ADULT;

EID: 84862640551     PISSN: 13824996     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10459-011-9307-2     Document Type: Review

References (38)

1. Adamczyk, C. H., Holzer, M., Putz, R., & Fischer, M. R. (2009). Student learning preferences and the impact of a multimedia learning tool in the dissection course at the University of Munich. Annals of Anatomy, 191, 339-348.
2. Arráez-Aybar, L. A., Casado-Morales, M. I., & Castaño-Collado, G. (2004). Anxiety and dissection of the human cadaver, an unsolvable relationship? Anatomical Record (New Anat), 279, 16-23.
3. Arráez-Aybar, L. A., Castaño-Collado, G., & Casado-Morales, M. I. (2007). A study of cognitive-affective and physiological-motor reactions to human dissection in Spanish students of human anatomy. European Journal of Anatomy, 11, 67-71.
4. Arráez-Aybar, L. A., Castaño-Collado, G., & Casado-Morales, M. I. (2008). Dissection as a modulator of emotional attitudes and reactions of future health professionals. Medical Education, 42, 563-571.
5. Arráez-Aybar, L. A., Castaño-Collado, G., & Casado-Morales, M. I. (2010) Audiovisual material to see before the dissection: Human anatomy and dissection. Reduca, 2, 1-9. Available in http://www. revistareduca. es/index. php/reduca/issue/current/showToc.
6. Aziz, M. A., McKenzie, J. C., Wilson, J. S., Cowie, R. J., Ayeni, S. A., & Dunn, B. K. (2002). The human cadaver in the age of biomedical informatics. Anatomical Record (New Anat), 269, 20-32.
7. Bastos, L. A. M., & Proença, M. A. (2000). A prática anatómica e a formação médica. Pan American Journal of Public Health, 7, 395-402.
8. Biasutto, S. N., Caussa, L. I., & Criado del Río, L. E. (2006). Teaching Anatomy: cadavers vs. computers? Annals of Anatomy, 188, 187-190.
9. Cahill, K. C., & Ettarh, R. R. (2009). Attitudes to anatomy dissection in an Irish medical school. Clinical Anatomy, 22, 386-391.
10. Casado, M. I., Castaño, M. G., & Arráez, L. A. (2005). Individual differences and anxiety reactions among university students when faced with the dissection of human cadavers. Ansiedad y estrés, 11, 75-85.
11. Cribb, A., & Bignold, S. (1999). Towards the reflexive medical school: the hidden curriculum and medical education research. Studies in Higher Education, 24, 195-209.
12. de Leng, B. A., Dolmans, D. H. J. M., van de Wiel, M. W. J., Muijtjens, A. M. M., & van der Vleuten, C. P. M. (2007). How video cases should be used as authentic stimuli in problem-based medical education. Medical Education, 41, 181-188.
13. Dyer, G. S. M., & Thorndike, M. E. L. (2000). Quidne mortui vivos docent? The evolving purpose of human dissection in medical education. Academic Medicine, 75, 969-979.
14. Fox, R. C. (1979). Essays in Medical Sociology: Journeys into the Field. New York: John Wiley and Sons.
15. Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1999). Multivariate data Analysis. Madrid: Prentice-Hall Internacional.
16. Heath, C., Luff, P., & Svensson, M. S. (2007). Video and qualitative research: analyzing medical practice and interaction. Medical Education, 4, 109-116.
17. Hughes, B., & Black, A. (2006). Body esteem as a moderator of cardiovascular stress responses in anatomy students viewing cadaver dissections. Journal of Psychosomatic Research, 61, 501-506.
18. Kostas, T. R., Jones, D. B., Schiefer, T. K., Geske, J. B., Carmichael, S. W., & Pawlina, D. R. W. (2007). The use of a video interview to enhance gross anatomy student's understanding of professionalism. Medical Teacher, 29(2-3), 264-266.
19. Lazarus, R., & Folkman, S. (1984). Stress, appraisal and coping. Nueva York: Springer Publishing Company, Inc.
20. Levinson, A. J., Weaver, B., Garside, S., McGinn, H., & Norman, G. R. (2007). Virtual reality and brain anatomy: A randomised trial of e-learning instructional designs. Medical Education, 41, 495-501.
21. Mathews, A. M., Gelder, M. G., & Johnston, D. W. (1981). Agoraphobia nature and treatment. New York: Guilford Press.
22. McLachlan, J. C., & Patten, D. (2006). Anatomy teaching: ghosts of the past, present and future. Medical Education, 40, 243-253.
23. Miguel-Pérez, M., Porta-Riba, N., Ortiz-Sagristà, J. C., Martinez, A., & Götzens-García, V. (2007). Human anatomy: Reactions of first year medical students to the dissection room. Educación Medica, 10, 105-113.
24. Moscoso, M., & Oblitas, L. (1994). Hacia una psicología de la salud en el año 2000: Retos y promesas. Psicología contemporánea, 1, 7-15.
25. O'Carroll, R. E., Whiten, S., Jackson, D., & Sinclair, D. W. (2002). Assessing the emotional impact of cadaver dissection on medical students. Medical Education, 36, 550-554.
26. Pereira, J. A., Pleguezuelos, E., Meri, A., Molina-Ros, A., Molina-Tomas, M. C., & Masdeu, C. (2007). Effectiveness of using blended learning strategies for teaching and learning human anatomy. Medical Education, 41, 189-195.
27. Perry, G. F., & Ettarh, R. R. (2009). Age modulates attitudes to whole body donation among medical students. Anatomical Sciences Education, 2, 167-172.
28. Rains, D. (2004). Principios de neuropsicología humana. México: McGraw-Hill.
29. Reeves, R. E., Aschenbrenner, J. E., Wordinger, R. J., Roque, R. S., & Sheedlo, H. J. (2004). Improved dissection efficiency in the human gross anatomy laboratory by the integration of computers and modern technology. Clinical Anatomy, 17, 337-344.
30. Regan de Bere, S., & Mattick, K. (2010). From anatomical 'competence' to complex capability. The views and experiences of UK tutors on how we should teach anatomy to medical students. Advances in Health Sciences Education (in press). doi: 10. 1007/s10459-010-9220-0.
31. Rosenberg, P. (1971). Students' perceptions and concerns during their first year in medical school. Journal of Medical Education, 46, 211-218.
32. Saxena, V., Natarajan, P., O'Sullivan, P. S., & Jain, S. (2008). Effect of the use of instructional anatomy videos on student performance. Anatomical Sciences Education, 1, 159-165.
33. Shalev, A., & Nathan, H. (1985). Medical students' stress reactions to dissections. Israel Journal of Psychiatry and Related Sciences, 22, 121-133.
34. Sokolov, Y. N. (1963). Perception and the conditioned reflex. New York: MacMillan.
35. Spielberger, C. D., Gorsuch, R. L., & Lushene, R. E. (1970). Manual for the state-trait anxiety inventory. Palo Alto: Consulting Psychologists Press.
36. Spielberger, C. D., Gorsuch, R. L., & Lushene, R. E. (1994). Cuestionario de Ansiedad Estado-rasgo Adaptación española [Manual for the state-trait anxiety inventory Spanish adaptation]. Madrid: TEA ediciones.
37. Sue, D. (1996). Comportamiento anormal. México: McGraw-Hill.
38. Tschernig, T., Schlaud, M., & Pabst, R. (2000). Emotional reactions of medical students to dissecting human bodies: A conceptual approach and its evaluation. Anatomical Record (New Anat), 261, 11-13.