The Emotional Experiences of Students in Dissection- and Prosection-based Cadaveric Anatomy Courses.

Both groups in this study had positive experiences in the anatomy laboratory. The students in the dissection group reported a wider range of emotions and were more actively aware of their empathy for the donors, while the prosection students reported a more homogeneous positive experience. These results suggest that dissection-based curricula provide richer opportunities for students to practice navigating complex emotions in a professional setting. Anatomy faculty must support students' psychosocial growth by acknowledging and facilitating their exploration of these experiences.