MA Education
MA
| Status | Complete |
|---|---|
| Project Title | Preparing Undergraduate Healthcare Students to Experience Death: A Systematic Review of Literature on the Use of Human Tissues in Anatomy Teaching |
| Project Description | Aim This systematic review aims to determine whether using human tissue in anatomy teaching helps prepare undergraduate healthcare students to experience death in clinical environments. Background Healthcare education has increasingly moved from vocational training to degree-level programmes, emphasising the development of competencies needed for professional practice. Anatomy education, a fundamental aspect of healthcare training, not only provides essential knowledge of human anatomy but also plays a crucial role in preparing students emotionally for clinical practice, especially when facing death. However, the utilisation of human tissues in anatomy teaching is more prevalent in medical education than in other healthcare disciplines, such as nursing and paramedicine, despite its potential benefits in fostering emotional resilience and professional readiness. Methods A structured and systematic search strategy was employed to identify relevant literature on the use of human tissues in anatomy education and its impact on preparing healthcare students for encounters with death in clinical settings. The review involved searches across multiple academic databases, including Academic Search Ultimate, APA PsycInfo, CINAHL Ultimate, Education Source Ultimate, ERIC, and MEDLINE. Key search terms were used to retrieve relevant studies, and inclusion and exclusion criteria were applied to ensure the relevance and quality of the studies reviewed. Findings Eleven papers were identified as relevant, critically appraised, and included in the review. Thematic analysis identified five key themes: holistic professional identity formation, emotional evolution in learning, personalising donor relationships, reflection on death and mortality, and adaptive emotional strategies, illustrating the multifaceted impact of using human tissues in anatomy education, from enhancing technical skills and ethical awareness to fostering emotional maturity and preparedness for encountering death in clinical practice. Discussion Findings indicate that hands-on learning with human tissues enables healthcare students to develop a comprehensive professional identity, marked by empathy, ethical understanding, and practical skills. Students’ emotional responses evolve over time, transitioning from initial discomfort to a more profound acceptance of death. Reflective practices, including memorial ceremonies and personal reflections on donor relationships, further deepen students' empathy and ethical perspectives, better preparing them for the emotional challenges of clinical environments. Conclusion Using human tissue in anatomy teaching effectively prepares undergraduate healthcare students for experiencing death in clinical settings. This method of education enhances both the technical skills and emotional competencies required for healthcare practice. Incorporating human tissue learning into healthcare curricula is recommended to better equip future healthcare professionals for the realities of patient care. Keywords Anatomy education, healthcare students, human tissues, emotional resilience, professional identity, clinical practice, death preparedness. |
| Awarding Institution | University of Hull |