{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,17]],"date-time":"2026-08-17T14:31:30Z","timestamp":1786977090770,"version":"build-2736575974"},"reference-count":57,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2021,5,21]],"date-time":"2021-05-21T00:00:00Z","timestamp":1621555200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["anatomypubs.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Anatomical Sciences Ed"],"published-print":{"date-parts":[[2021,11]]},"abstract":"<jats:p>\n                    Cadaveric dissection offers an important opportunity for students to develop their ideas about death and dying. However, it remains largely unknown how this experience impacts medical students' fear of death. The current study aimed to address this gap by describing how fear of death changed during a medical gross anatomy dissection course and how fear of death was associated with examination performance. Fear of death was surveyed at the beginning of the course and at each of the four block examinations using three of the eight subscales from the Multidimensional Fear of Death Scale: Fear of the Dead, Fear of Being Destroyed, and Fear for the Body After Death. One hundred forty\u2010three of 165 medical students (86.7%) completed the initial survey. Repeated measures ANOVA showed no significant changes in Fear of the Dead (\n                    <jats:italic>F<\/jats:italic>\n                    (4, 108) = 1.45,\n                    <jats:italic>P<\/jats:italic>\n                    \u00a0=\u00a00.222) or Fear for the Body After Death (\n                    <jats:italic>F<\/jats:italic>\n                    (4, 108) = 1.83,\n                    <jats:italic>P<\/jats:italic>\n                    \u00a0=\u00a00.129). There was a significant increase in students' Fear of Being Destroyed (\n                    <jats:italic>F<\/jats:italic>\n                    (4, 108) = 6.86,\n                    <jats:italic>P<\/jats:italic>\n                    \u00a0&lt;\u00a00.0005) after beginning dissection. This increase was primarily related to students' decreased willingness to donate their body. Concerning performance, there was one significant correlation between Fear for the Body After Death and the laboratory examination score at examination 1. Students with higher fears may be able to structure their experience in a way that does not negatively impact their performance, but educators should still seek ways to support these students and encourage body donation.\n                  <\/jats:p>","DOI":"10.1002\/ase.2092","type":"journal-article","created":{"date-parts":[[2021,4,22]],"date-time":"2021-04-22T03:17:44Z","timestamp":1619061464000},"page":"764-773","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":18,"title":["Fear of Death and Examination Performance in a Medical Gross Anatomy Course with Cadaveric Dissection"],"prefix":"10.1002","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7837-5054","authenticated-orcid":false,"given":"Sara","family":"Allison","sequence":"first","affiliation":[{"name":"Department of Biomedical Sciences Western Michigan University Homer Stryker M.D. School of Medicine  Kalamazoo 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