{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,17]],"date-time":"2026-08-17T14:35:12Z","timestamp":1786977312979,"version":"build-2736575974"},"reference-count":52,"publisher":"Wiley","issue":"8","license":[{"start":{"date-parts":[[2019,5,3]],"date-time":"2019-05-03T00:00:00Z","timestamp":1556841600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/100000138","name":"U.S. Department of Education","doi-asserted-by":"publisher","award":["P03\u20101B141018"],"award-info":[{"award-number":["P03\u20101B141018"]}],"id":[{"id":"10.13039\/100000138","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Clinical Anatomy"],"published-print":{"date-parts":[[2019,11]]},"abstract":"<jats:p>\n                    Among educators who teach in the human anatomy laboratory, there has been lively debate about sharing information about anatomical donors. One consideration in this debate is concern about the emotional effect of personalizing donors on the students. The purpose of this study was to evaluate student responses to being exposed to donor information (DI). Three cohorts of first\u2010year medical students (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u2009284) were surveyed at four time points throughout the year. Surveys queried students about positive and negative responses to working in the laboratory, wanting to know specific DI, and if knowing this DI would\/did affect their responses to working with donors. Analyses examined the relationships between desire to know DI and indices of the following: positive response index (PRI), negative response index (NRI), avoid\u2010approach index (AAI), and compassion\u2010respect index. Across all surveys, a majority of respondents wanted to know some form of DI. At all time points, a majority of respondents felt that knowing all types of DI would increase their positive responses to working with donors. A greater PRI and AAI tended to be associated with wanting to know more personal DI (e.g., names and personal histories). A greater NRI tended to be associated with anticipating that learning personal DI would increase their negative responses before entering the laboratory, which did not persist after dissection began. These data suggest that for a majority of students, knowing personal DI increases their positive response and does not elicit negative responses to dissection or working with anatomical donors. Clin. Anat. 32:1019\u20131032, 2019. \u00a9 2019 Wiley Periodicals, Inc.\n                  <\/jats:p>","DOI":"10.1002\/ca.23389","type":"journal-article","created":{"date-parts":[[2019,4,23]],"date-time":"2019-04-23T00:48:25Z","timestamp":1555980505000},"page":"1019-1032","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":11,"title":["Sharing personal information about anatomical body donors: What first\u2010year medical students want to know and how it affects emotional responses to dissection"],"prefix":"10.1002","volume":"32","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9469-0772","authenticated-orcid":false,"given":"Sarah J.","family":"Greene","sequence":"first","affiliation":[{"name":"Department of Pathology and Anatomy Morehouse School of Medicine  Atlanta Georgia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lee","family":"Rosen","sequence":"additional","affiliation":[{"name":"Office of Medical Student Education Larner College of Medicine at the University of Vermont  Burlington Vermont"},{"name":"Department of Psychiatry Larner College of Medicine at the University of Vermont  Burlington 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