A thematic analysis of students' discussions on death and body donation in international online focus groups
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A thematic analysis of students' discussions on death and body donation in international online focus groups. / Wu, Anette; McWatt, Sean C.; Utomo, Rachel; Talis, Austin; Xiao, Que Yun; Saraci, Kerstin; Brassett, Cecilia; Sagoo, Mandeep Gill; Wingate, Richard; Chien, Chung Liang; Traxler, Hannes; Waschke, Jens; Vielmuth, Fransziska; Sigmund, Anna; Yamada, Yukari; Sakurai, Takeshi; Zeroual, Mina; Olsen, Jorgen; El-Batti, Salma; Viranta-Kovanen, Suvi; Keay, Kevin; Stewart, William; Mao, Yinghui; Lang, Ariella; Kunzel, Carol; Bernd, Paulette; Kielstein, Heike; Noël, Geoffroy P.J.C.
In: Anatomical Sciences Education, Vol. 16, No. 4, 2023, p. 768-784.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - A thematic analysis of students' discussions on death and body donation in international online focus groups
AU - Wu, Anette
AU - McWatt, Sean C.
AU - Utomo, Rachel
AU - Talis, Austin
AU - Xiao, Que Yun
AU - Saraci, Kerstin
AU - Brassett, Cecilia
AU - Sagoo, Mandeep Gill
AU - Wingate, Richard
AU - Chien, Chung Liang
AU - Traxler, Hannes
AU - Waschke, Jens
AU - Vielmuth, Fransziska
AU - Sigmund, Anna
AU - Yamada, Yukari
AU - Sakurai, Takeshi
AU - Zeroual, Mina
AU - Olsen, Jorgen
AU - El-Batti, Salma
AU - Viranta-Kovanen, Suvi
AU - Keay, Kevin
AU - Stewart, William
AU - Mao, Yinghui
AU - Lang, Ariella
AU - Kunzel, Carol
AU - Bernd, Paulette
AU - Kielstein, Heike
AU - Noël, Geoffroy P.J.C.
N1 - Publisher Copyright: © 2023 American Association for Anatomy.
PY - 2023
Y1 - 2023
N2 - Historically, Anatomy education is an in-person discipline involving exposure to human body donors that facilitates personal and professional growth through, in part, the initiation of reflection on the topic of death. However, during the COVID-19 pandemic the decreased exposure to cadaveric anatomy for many health professions students may have influenced the depth of their individual reflections on this topic. Accordingly, this study aimed to investigate the effect of an alternate approach—focus group discussions between peers with varying degrees of exposure to cadaveric material—that may offer one strategy to stimulate deep reflection on the topic of death. A programmatic intervention was introduced, wherein students (n = 221) from 13 international universities discussed differences in their anatomy courses during small focus group sessions as part of an online exchange program. An inductive semantic thematic analysis was conducted on responses to an open-ended text–response question on how the activity influenced students' reflections about death. Resulting themes were organized into categories that described the content and topics of the students' discussions as they grappled with this sensitive topic. The students reportedly engaged in deep reflection and expressed an increased sense of connectedness with their peers, despite their disparate exposure levels to cadaveric anatomy and being physically distanced. This demonstrates that focus groups with students experiencing different laboratory contexts can be used to help all students reflect on the topic of death and that interchanges between dissecting and non-dissecting students can initiate thoughts about death and body donation among non-dissecting students.
AB - Historically, Anatomy education is an in-person discipline involving exposure to human body donors that facilitates personal and professional growth through, in part, the initiation of reflection on the topic of death. However, during the COVID-19 pandemic the decreased exposure to cadaveric anatomy for many health professions students may have influenced the depth of their individual reflections on this topic. Accordingly, this study aimed to investigate the effect of an alternate approach—focus group discussions between peers with varying degrees of exposure to cadaveric material—that may offer one strategy to stimulate deep reflection on the topic of death. A programmatic intervention was introduced, wherein students (n = 221) from 13 international universities discussed differences in their anatomy courses during small focus group sessions as part of an online exchange program. An inductive semantic thematic analysis was conducted on responses to an open-ended text–response question on how the activity influenced students' reflections about death. Resulting themes were organized into categories that described the content and topics of the students' discussions as they grappled with this sensitive topic. The students reportedly engaged in deep reflection and expressed an increased sense of connectedness with their peers, despite their disparate exposure levels to cadaveric anatomy and being physically distanced. This demonstrates that focus groups with students experiencing different laboratory contexts can be used to help all students reflect on the topic of death and that interchanges between dissecting and non-dissecting students can initiate thoughts about death and body donation among non-dissecting students.
KW - anatomy and medical education
KW - dissection
KW - global
KW - peer learning
KW - reflection on death
KW - students
KW - teaching of anatomy
U2 - 10.1002/ase.2265
DO - 10.1002/ase.2265
M3 - Journal article
C2 - 36883007
AN - SCOPUS:85150855055
VL - 16
SP - 768
EP - 784
JO - Anatomical Sciences Education
JF - Anatomical Sciences Education
SN - 1935-9772
IS - 4
ER -
ID: 341345888