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Effect of Cadaver Etiquette Training on Students’ Professional Conduct During Dissection

Abstract

The study examines the effect of cadaver etiquette training on students’ professional conduct during dissection. Cadaveric dissection is an important component of anatomy education that provides students with direct experience of human structures and contributes to the development of practical and professional skills. Appropriate conduct during dissection requires students to demonstrate respect for human remains, maintain confidentiality, handle specimens carefully, observe laboratory rules, and interact responsibly with colleagues and instructors. The study will assess students’ professional conduct during dissection before and after exposure to cadaver etiquette training. The specific objectives will include determining students’ existing knowledge and practice of appropriate cadaver etiquette, providing structured training on respectful and professional conduct, assessing students’ conduct during dissection following the training, and identifying areas of professional behaviour that may improve after the intervention. A quasi-experimental research design will be adopted for the study. Undergraduate anatomy students will be selected using an appropriate sampling technique and exposed to structured cadaver etiquette training covering respectful behaviour, appropriate communication, specimen handling, confidentiality, laboratory safety, proper use of dissection materials, and professional interaction during practical sessions. Data will be collected using a structured questionnaire and an observation checklist designed to assess students’ professional conduct during dissection. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistics will be used to determine changes in professional conduct following the training. The study is expected to reveal improvement in students’ professional conduct following cadaver etiquette training. Students are expected to demonstrate greater respect for human remains, more appropriate communication, improved specimen handling, better compliance with dissection-room rules, and increased awareness of professional responsibilities. Some challenges may remain in areas such as maintaining consistent conduct during prolonged practical sessions, managing emotional responses, and applying ethical principles appropriately in different dissection situations. The findings will be useful to anatomists, anatomy educators, medical educators, laboratory instructors, curriculum planners, and institutional administrators. The study may provide useful information on the importance of structured cadaver etiquette training in promoting professionalism during anatomy practical sessions. It may also support the inclusion of clear behavioural guidelines and ethical instruction within cadaver-based anatomy education to help students develop appropriate professional attitudes and conduct. The study will conclude by determining the effect of cadaver etiquette training on students’ professional conduct during dissection. It is recommended that structured cadaver etiquette training should be provided before and throughout cadaveric dissection activities, with emphasis on respect, confidentiality, responsible specimen handling, appropriate communication, and compliance with laboratory regulations. Further studies involving larger and more diverse student populations should be conducted to evaluate the long-term effect of such training on professional conduct.

Keywords: Cadaver etiquette training, professional conduct, dissection, anatomy education, undergraduate students, cadaveric dissection, human remains, anatomical ethics, specimen handling, professional behaviour, dissection-room conduct, confidentiality, laboratory rules, anatomy practical, medical education.