Current Issue - July 2018, Volume 12, Issue No. 2

1. Reverón RR. Herophilus and Erasistratus, pioneers of human anatomical dissection. Vesalius. 2014 Summer; 20(1): 55-8.
2. Killgrove K. How Grave Robbers And Medical Students Helped Dehumanize 19th Century Blacks And The Poor. https://www.forbes.com/sites/kristinakillgrove/2015/07/13/dissected-bodies-and-grave-robbing-evidence-of-unequal-treatmentof- 19th-century-blacks-and-poor/#59579a026d12. Accessed 3rd June 2018
3. Williams AD, Greenwald EE, Soricelli RL, DePace DM. Medical students’ reactions to anatomic dissection and the phenomenon of cadaver naming. Anat Sci Educ. 2014;7(3): 169-80.
4. Bati AH, Ozer MA, Govsa F, Pinar Y. Anxiety of first cadaver demonstration in medical, dentistry and pharmacy faculty students. Surg Radiol Anat. 2013; 35(5): 419-26. doi: 10.1007/s00276-013-1075-7
5. Arráez-Aybar LA, Castaño-Collado G, Casado-Morales MI. Dissection as a modulator of emotional attitudes and reactions of future health professionals. Med Educ. 2008; 42(6): 563-71. doi: 10.1111/j.1365 2923.2008.03079.x. Epub 2008 Apr 29.
6. Lella JW, Pawluch D. Medical students and the cadaver in social and cultural context. In: Lock M, Gordon D (Editors). Biomedicine Examined. 1st Ed. Dordrecht, The Netherlands: Kluwer Academic Publishers. 1988;125-54.
7. Fleischmann KR. Cadaver use and coping mechanisms in a biomechanics laboratory. Omega J Death Dying. 2002; 46(2): 117-35.
8. Kotze SH, Mole CG. Talking about death: implementing peer discussion as a coping mechanism to overcome fears about dissection, death, and dying. Anat Sci Educ. 2013; 6(3): 191-8.
9. Crow SM, O’donoghue D, Vannatta JB, Thompson BM. Meeting the family: promoting humanism in gross anatomy. Teach Learn Med. 2012; 24(1): 49-54. doi: 10.1080/10401334.2012.641487
10. Penney JC. Reactions of medical students to dissection. J Med Educ. 1985; 60(1): 58-60.
11. Estai M, Bunt S. Best teaching practices in anatomy education: A critical review. Ann Anat. 2016; 208: 151-7. doi: 10.1016/j.aanat.2016.02.010. Epub 2016 Mar 17.
12. Ghosh SK. Cadaveric dissection as an educational tool for anatomical sciences in the 21st century. Anat Sci Educ. 2017;10(3):286-99. doi: 10.1002/ase.1649. Epub 2016 Aug 30.
13. Flack NAMS, Nicholson HD. What do medical students learn from dissection? Anat Sci Educ. 2017:4. doi: 10.1002/ase.1758. [Epub ahead of print]
14. Ofri D. The darkest year of medical school. http://www.slate.com/articles/health_and_science/medical_examiner/2013/ 06/medical_school_dark_side_the_third_year_makes_students_less_empathetic.html. Accessed 3rd June 2018
15. Quintero GA, Vergel J, Arredondo M, Ariza MC, Gómez P, Pinzon-Barrios AM. Integrated Medical curriculum: advantages and disadvantages. J Med Educ Curric Dev. 2016;3. JMECD.S18920. doi: 10.4137/JMECD.S18920
16. Winkelmann A, Güldner FH. Cadavers as teachers: the dissecting room experience in Thailand. BMJ. 2004; 329(7480): 1455-7.
17. Santibanez S, Boudreaux D, Tseng GF, Konkel K. The Tzu Chi Silent Mentor Program: Application of Buddhist Ethics to Teach Student Physicians Empathy, Compassion, and Self-Sacrifice. J Relig Health. 2016; 55(5): 1483-94. doi:10.1007/s10943-015-0110-x
18. Williams AD, Greenwald EE, Soricelli RL, DePace DM. Medical students’ reactions to anatomic dissection and the phenomenon of cadaver naming. Anat Sci Educ. 2014; 7(3): 169-80.
19. Chiou RJ, Tsai PF, Han DY. Effects of a “silent mentor” initiation ceremony and dissection on medical students’ humanity and learning. BMC Res Notes. 2017:10(1):483. doi:10.1186/s13104-017-2809-0
20. Yang C. Tha Straits Times. 6th Nov 2017. https://www.straitstimes.com/singapore/education/dissection-classes-make-comebackat-nus. Accessed 3rd June 2018

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