Number
634
Name
Evaluating the Impact of First-Time Cadaver Dissection on Medical Student Anxiety Levels
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Samantha Smith, Medical College of Georgia
Shannon Barwick, Medical College of Georgia
Mindy Johnson, Medical College of Georgia
Olivia Wireman, Medical College of Georgia
Morganne Manuel, Medical College of Georgia
Presentation Topic(s)
Student Support
Description
PURPOSE
Learning human anatomy through cadaver dissection can be anxiety-provoking
for students, which may impact their ability to learn effectively. A survey
was distributed evaluating anxiety levels in medical students before and
after their first dissection using the State-Trait Anxiety Index (STAI). This
study is novel as it represents the first use of the modified STAI to
quantify changes in anxiety related to initial cadaveric dissection. It was
hypothesized that, while students would report initial nervousness before
dissection, hands-on experience in the anatomy lab would lead to decreased
anxiety and improved perceived learning ability.
METHODS
Surveys were distributed to 208 pre-clerkship students at the Medical College
of Georgia before (n=75) and after their first lab dissection (n=54). The
surveys were based on the STAI and modified to fit the purpose of this study.
Comprehensive anxiety scores were calculated for individual respondents and
compared before and after their first day of dissection using a two-tailed
paired t-test. Qualitative data were collected to assess students’
perceptions of how specific aspects of the lab experience influenced their
perceived learning ability. Responses included Likert-scale ranking and open
ended responses.
RESULTS
Before the first dissection, students reported feeling nervous or
uncomfortable with learning anatomy content and the dissection process but
did not feel this would hinder their learning ability. Post-lab responses
indicated nervousness about making the first cut and making mistakes, which
interfered with focus and performance. There was a significant decrease
(p<0.0050) in the modified-STAI scores from the pretest to the posttest
evaluation. The pre-survey yielded an average score of 45.86 and the
post-survey an average of 43.70.
CONCLUSION
Findings indicate that students’ emotional responses change across the lab
experience. Despite self-reported nervousness, measured anxiety significantly
decreased, suggesting that hands-on experience in the anatomy lab may reduce
overall anxiety and enhance learning confidence.
Learning human anatomy through cadaver dissection can be anxiety-provoking
for students, which may impact their ability to learn effectively. A survey
was distributed evaluating anxiety levels in medical students before and
after their first dissection using the State-Trait Anxiety Index (STAI). This
study is novel as it represents the first use of the modified STAI to
quantify changes in anxiety related to initial cadaveric dissection. It was
hypothesized that, while students would report initial nervousness before
dissection, hands-on experience in the anatomy lab would lead to decreased
anxiety and improved perceived learning ability.
METHODS
Surveys were distributed to 208 pre-clerkship students at the Medical College
of Georgia before (n=75) and after their first lab dissection (n=54). The
surveys were based on the STAI and modified to fit the purpose of this study.
Comprehensive anxiety scores were calculated for individual respondents and
compared before and after their first day of dissection using a two-tailed
paired t-test. Qualitative data were collected to assess students’
perceptions of how specific aspects of the lab experience influenced their
perceived learning ability. Responses included Likert-scale ranking and open
ended responses.
RESULTS
Before the first dissection, students reported feeling nervous or
uncomfortable with learning anatomy content and the dissection process but
did not feel this would hinder their learning ability. Post-lab responses
indicated nervousness about making the first cut and making mistakes, which
interfered with focus and performance. There was a significant decrease
(p<0.0050) in the modified-STAI scores from the pretest to the posttest
evaluation. The pre-survey yielded an average score of 45.86 and the
post-survey an average of 43.70.
CONCLUSION
Findings indicate that students’ emotional responses change across the lab
experience. Despite self-reported nervousness, measured anxiety significantly
decreased, suggesting that hands-on experience in the anatomy lab may reduce
overall anxiety and enhance learning confidence.
Presentation Tag(s)
Student Presentation