The Effect of Visualization Techniques on Students of Occupational Therapy during the First Visit to the Dissection Room

• Published in: Healthcare (Basel) 2022-11, Vol.10 (11), p.2192
• Main Authors: Criado-Álvarez, Juan José, Romo-Barrientos, Carmen, Zabala-Baños, Carmen, Martínez-Lorca, Manuela, Viñuela, Antonio, Ubeda-Bañon, Isabel, Flores-Cuadrado, Alicia, Martínez-Lorca, Alberto, Polonio-López, Begoña, Mohedano-Moriano, Alicia
• Format: Article
• Language: English
• Subjects: anatomy; Anatomy & physiology; Anxiety; cadaver; Dissection; Emotions; Human anatomy; Human dissection; Learning; Medical education; Medical research; Medical students; Medicine, Experimental; occupation; Occupational therapy; Physiology; Professionals; prosection; Psychological aspects; Questionnaires; Statistical analysis; Stress; Students; Study and teaching; Variables; Visualization; Visualization (Mental images); visualization technique
• ISSN: 2227-9032; 2227-9032
• DOI: 10.3390/healthcare10112192

Background: Part of the basic teaching of human anatomy are prosection sessions with a human corpse, which may generate stress or anxiety among students. The objective of this work was to study how, through the visualization technique (a coping technique), these levels could be reduced before starting prosection classes. Methods: A cross-sectional pilot study was conducted involving first-year students who had never participated in screening sessions. Prior to the visit, occupational therapy students underwent a viewing session (visualization technique). On the day of the visit, before and after the screening session, an anonymous questionnaire was distributed to find out about aspects of the students’ experiences, such as their feelings and perceptions. The State−Trait Anxiety Inventory was used to assess anxiety. Results: The baseline levels of anxiety measured remained stable (from 18.5 to 18.2 points), with no differences being found (p > 0.05). The levels of emotional anxiety measured fell from 15.2 to 12.6 points (p < 0.05). Before starting the class, there were six students (17.1%) with anxiety criteria, and this figure was doubled at the end of the session (33.3%) (p < 0.05). Conclusions: Sessions in a dissection room can cause stressful experiences and change the emotional balances of some students. The results obtained and published here showed no significant differences after the visualization technique. We found that the students believed that the prosection sessions were very useful for teaching anatomy.