Exploring Undergraduate Pharmacy Student Experiences of Learning Human Anatomy Using Cadaveric Specimens

Abstract

Objective. To gain insights into pharmacy students’ experiences in learning human anatomy using qualitative interviews and thematic analysis. Methods. Participants included Master of Pharmacy students at the end of their first year or the beginning of their second year. The study used a transcendental phenomenological design. Data were collected using semi-structured individual interviews that were recorded and transcribed verbatim. Thematic analysis was used to identify structural and textural components of participants’ experiences using data management software. Results. Sixteen participants were recruited and interviewed. Students described developing an understanding of anatomy that differed from their previous experiences, focusing on variation in anatomical structures between patients, and developing professional attributes such as empathy and respect. Students described haptic learning that acted as a hook on which to anchor additional learning from textbooks and lectures. Finally, students perceived the experience as valuable to their future careers as caring professionals. Conclusion. The results of this qualitative study demonstrate that the value of teaching anatomy to undergraduate students goes beyond developing a broad knowledge of anatomical structures, but also engages a deeper conceptual appreciation of professionalism, thereby inducting them into a community of professional practice.