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The social life of the dead: The role of post-mortem examinations in medical student socialisation

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  • Goodwin, Dawn
  • Machin, Laura
  • Taylor, Adam

Abstract

Dissection has held a privileged position in medical education although the professional values it inculcates have been subject to intense debate. Claims vary from it generating a dehumanising level of emotional detachment, to promotion of rational and dispassionate decision-making, even to being a positive vehicle for ethical education. Social scientists have positioned dissection as a critical experience in the emotional socialisation of medical students.

Suggested Citation

  • Goodwin, Dawn & Machin, Laura & Taylor, Adam, 2016. "The social life of the dead: The role of post-mortem examinations in medical student socialisation," Social Science & Medicine, Elsevier, vol. 161(C), pages 100-108.
    • Handle: RePEc:eee:socmed:v:161:y:2016:i:c:p:100-108
    DOI: 10.1016/j.socscimed.2016.05.038
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    References listed on IDEAS

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    1. Madill, Anne & Sullivan, Paul, 2010. "Medical training as adventure-wonder and adventure-ordeal: A dialogical analysis of affect-laden pedagogy," Social Science & Medicine, Elsevier, vol. 71(12), pages 2195-2203, December.
    2. Schwab, Abraham, 2010. "The two dogmas of empirical education in medicine. A commentary on Sales and Schlaff," Social Science & Medicine, Elsevier, vol. 70(11), pages 1677-1679, June.
    3. Madill, Anna & Latchford, Gary, 2005. "Identity change and the human dissection experience over the first year of medical training," Social Science & Medicine, Elsevier, vol. 60(7), pages 1637-1647, April.
    4. Sales, Christopher S. & Schlaff, Anthony L., 2010. "Reforming medical education: A review and synthesis of five critiques of medical practice," Social Science & Medicine, Elsevier, vol. 70(11), pages 1665-1668, June.
    5. Whitehead, Cynthia, 2010. "Recipes for medical education reform: Will different ingredients create better doctors? A commentary on Sales and Schlaff," Social Science & Medicine, Elsevier, vol. 70(11), pages 1672-1676, June.
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    1. Madill, Anne & Sullivan, Paul, 2010. "Medical training as adventure-wonder and adventure-ordeal: A dialogical analysis of affect-laden pedagogy," Social Science & Medicine, Elsevier, vol. 71(12), pages 2195-2203, December.
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