125 - Student Perceptions of a Reflection-based Body Donor Meeting

Poster Board Number: 125
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Charys Martin - Assistant Professor, Anatomy and Cell Biology, Western University

Abstract Body : Cadaveric anatomy courses often mark learners' initial exposure to deceased bodies. Typically, emotionally charged, this encounter with a body donor serves as the learners' first patient. Traditionally, while meeting their donors, students are exposed to information about anatomical history, body bequeathal, dissection, and fundamental anatomical concepts. The initial stages of dissection, often involving prone positioning and back dissection, creates some separation and objectivity not allowing for thoughtful reflection on this crucial encounter.



In response, we implemented a dedicated body donor meeting session in the first-year medical curriculum at the Schulich School of Medicine & Dentistry. After an in-class briefing, students were divided into groups for a 20-minute lab session focused solely on meeting their donors and reflecting on the experience. In small lab groups of six learners, guided by teaching assistants (TAs), students were introduced to their donor before undraping. The TA provided details about the donor's age, assigned sex, pronouns, cause of death, and relevant medical information shared by the family.



Upon fully undraping the donor, students had five minutes of silent reflection on their donor and the upcoming anatomical study. Subsequently, TAs facilitated a discussion about the donor and the learners' emotions, addressing any queries that arose. Following the donor meeting, a survey was distributed to assess learners' perceptions of the experience. Ninety-four students responded, with 85% (n=80) agreeing or strongly agreeing that the donor meeting provided them with space and time to process the forthcoming experience working with body donors. Moreover, 82% (n=77) agreed or strongly agreed that the meeting enabled them to focus on learning during the first dissection-based lab that took place later that week. Similarly, 76% (n=71) agreed or strongly agreed, that the body donor meeting was a positive experience for them.



The implementation of a dedicated body donor meeting session in our first-year medical curriculum has offered students a unique opportunity for reflection and thoughtful engagement with the profound experience of meeting body donors. The positive responses from the survey indicate that this intentional approach provides students with the necessary tools to process the emotional aspects of working with body donors, fostering a conducive environment for focused learning in the anatomy laboratory.