Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room

The use of cadavers is essential for veterinary anatomy learning. However, facing an animal corpse can be stressful for veterinary students because of their empathy toward animals. The objective of this study was to evaluate veterinary medicine students' emotions, feelings, and anxiety levels r...

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Detalles Bibliográficos
Autores: Terrado , Jose, Gomez , Olga, Chicharro , Deborah, Garcia Manzanares, Maria, Romo Barrientos, Carmen, Mohedano Moriano, Alicia, Criado Álvarez, Juan José
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Castilla-La Mancha
Repositorio:RUIdeRA. Repositorio Institucional de la UCLM
OAI Identifier:oai:ruidera.uclm.es:10578/45041
Acceso en línea:https://doi.org/10.1002/ase.2258
https://hdl.handle.net/10578/45041
Access Level:acceso abierto
Palabra clave:Animal anatomy
Anxiety
Dissection
Dog
Prosection
Veterinary learning
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spelling Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection roomTerrado , JoseGomez , OlgaChicharro , DeborahGarcia Manzanares, MariaRomo Barrientos, CarmenMohedano Moriano, AliciaCriado Álvarez, Juan JoséAnimal anatomyAnxietyDissectionDogProsectionVeterinary learningThe use of cadavers is essential for veterinary anatomy learning. However, facing an animal corpse can be stressful for veterinary students because of their empathy toward animals. The objective of this study was to evaluate veterinary medicine students' emotions, feelings, and anxiety levels related to practicals with dog cadavers. Two questionnaires were administered to 1st year students (n = 168) at CEU Cardenal Herrera University in Valencia (Spain) before and after their first practical session with cadavers. The application of State–Trait Anxiety Inventory questionnaires showed that “state anxiety” decreased significantly (p< 0.05), from a score of 14.8 before the practical to 10.4 after, and that female students showed higher but not significantly different levels than males. Most (64%) of the students were not willing to donate the bodies of their pets, and those students were more stressed before the practical than their peers, although their anxiety levels significantly decreased by the end of the session. The majority of the students answered positively about emotions, such as feeling calm, safe, not nervous, relaxed and not worried before the practical, and this increased significantly to more than 80% by the end of the session. The visualization of educational videos prior to the session was evaluated positively by students. These results agree with those reported in other health science disciplines, showing that students face practical sessions with corpses in a similar way and suggesting that the use of videos can help decrease anxiety and enhance their learning experience.Wiley202520252023info:eu-repo/semantics/articleapplication/pdfapplication/pdfhttps://doi.org/10.1002/ase.2258https://doi.org/10.1002/ase.2258https://hdl.handle.net/10578/45041reponame:RUIdeRA. Repositorio Institucional de la UCLMinstname:Universidad de Castilla-La ManchaInglésFundación Universitaria San Pablo CEU, Grant/Award Number: PI07D-VV-21info:eu-repo/semantics/openAccessoai:ruidera.uclm.es:10578/450412026-05-27T07:36:41Z
dc.title.none.fl_str_mv Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room
title Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room
spellingShingle Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room
Terrado , Jose
Animal anatomy
Anxiety
Dissection
Dog
Prosection
Veterinary learning
title_short Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room
title_full Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room
title_fullStr Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room
title_full_unstemmed Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room
title_sort Anxiety, emotions, and thoughts of veterinary medicine students during their first visit to the dissection room
dc.creator.none.fl_str_mv Terrado , Jose
Gomez , Olga
Chicharro , Deborah
Garcia Manzanares, Maria
Romo Barrientos, Carmen
Mohedano Moriano, Alicia
Criado Álvarez, Juan José
author Terrado , Jose
author_facet Terrado , Jose
Gomez , Olga
Chicharro , Deborah
Garcia Manzanares, Maria
Romo Barrientos, Carmen
Mohedano Moriano, Alicia
Criado Álvarez, Juan José
author_role author
author2 Gomez , Olga
Chicharro , Deborah
Garcia Manzanares, Maria
Romo Barrientos, Carmen
Mohedano Moriano, Alicia
Criado Álvarez, Juan José
author2_role author
author
author
author
author
author
dc.subject.none.fl_str_mv Animal anatomy
Anxiety
Dissection
Dog
Prosection
Veterinary learning
topic Animal anatomy
Anxiety
Dissection
Dog
Prosection
Veterinary learning
description The use of cadavers is essential for veterinary anatomy learning. However, facing an animal corpse can be stressful for veterinary students because of their empathy toward animals. The objective of this study was to evaluate veterinary medicine students' emotions, feelings, and anxiety levels related to practicals with dog cadavers. Two questionnaires were administered to 1st year students (n = 168) at CEU Cardenal Herrera University in Valencia (Spain) before and after their first practical session with cadavers. The application of State–Trait Anxiety Inventory questionnaires showed that “state anxiety” decreased significantly (p< 0.05), from a score of 14.8 before the practical to 10.4 after, and that female students showed higher but not significantly different levels than males. Most (64%) of the students were not willing to donate the bodies of their pets, and those students were more stressed before the practical than their peers, although their anxiety levels significantly decreased by the end of the session. The majority of the students answered positively about emotions, such as feeling calm, safe, not nervous, relaxed and not worried before the practical, and this increased significantly to more than 80% by the end of the session. The visualization of educational videos prior to the session was evaluated positively by students. These results agree with those reported in other health science disciplines, showing that students face practical sessions with corpses in a similar way and suggesting that the use of videos can help decrease anxiety and enhance their learning experience.
publishDate 2023
dc.date.none.fl_str_mv 2023
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://doi.org/10.1002/ase.2258
https://doi.org/10.1002/ase.2258
https://hdl.handle.net/10578/45041
url https://doi.org/10.1002/ase.2258
https://hdl.handle.net/10578/45041
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Fundación Universitaria San Pablo CEU, Grant/Award Number: PI07D-VV-21
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:RUIdeRA. Repositorio Institucional de la UCLM
instname:Universidad de Castilla-La Mancha
instname_str Universidad de Castilla-La Mancha
reponame_str RUIdeRA. Repositorio Institucional de la UCLM
collection RUIdeRA. Repositorio Institucional de la UCLM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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