Professional Formation in the Gross Anatomy Lab and Narrative Medicine: An Exploration

Area of Science:

• Medical Education
• Professional Development
• Narrative Medicine

Background:

• Gross anatomy dissection is a foundational experience in medical training.
• Student professional formation is often understood through evolving personal narratives.
• Understanding these narratives can provide insights into professional development.

Purpose of the Study:

• To explore how the content and form of student written reflections illuminate professional formation themes.
• To describe elements of professional formation within the gross anatomy lab context.
• To model how educators can utilize reflective writing for physician development.

Main Methods:

• Solicited written reflections from 17 medical students at Baylor College of Medicine.
• Students responded to an oral interview transcript and a poem.
• Utilized a reading approach from the narrative medicine movement for collaborative analysis.

Main Results:

• Written reflections offered rich insights into students' anatomy lab experiences.
• Content analysis revealed themes of gratitude, transitions, and self-awareness.
• Form analysis showed development from basic writing to more creative expression, reflecting lab experiences.

Conclusions:

• Reflective writing in gross anatomy provides a window into student professional formation.
• Engaging with reflective writing can help cultivate narrative-minded physicians.
• This approach can enhance self- and other-awareness throughout medical education and practice.