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Uncovering the Benefits of a Multimodal Intervention Centered around Plastinates in Initial Anatomy Education via Thematic Analysis of Personal Reflections of Medical Students

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Title: Uncovering the Benefits of a Multimodal Intervention Centered around Plastinates in Initial Anatomy Education via Thematic Analysis of Personal Reflections of Medical Students
Language: English
Authors: Athan Jia Jun Hong, Joel Heng Yi Tan, Jun Wen Tan (ORCID 0000-0002-9522-5792), Dimpy Gupta, Sreenivasulu Reddy Mogali (ORCID 0000-0002-0981-5607)
Source: Anatomical Sciences Education. 2026 19(1):109-118.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Medical Education, Anatomy, Medical Students, Student Attitudes, Reflection, Scientific Concepts, Human Body, Ethics, Humanistic Education, Professional Development
DOI: 10.1002/ase.70128
ISSN: 1935-9772
1935-9780
Abstract: Plastinates have been gaining popularity as alternatives to standard formalin-fixed donated human bodies in anatomy education; however, their role in facilitating the learning of important emotional and professional lessons has remained understudied. This report explores the emotional and professional impact of medical students' initial engagement with plastinates following a novel, multimodal intervention. A four-phase framework, including a structured lesson, pledge, discussion, and reflective practice, underpins the intervention, which was delivered prior to the first anatomy lesson. It involved an overview of the anatomy program, an introduction to the history of anatomy, and an introduction to the human plastinates (whole bodies, body parts, and organs). Students then took the Anatomy Pledge, a commitment to learning with integrity and treating the donors with respect. Then follows a structured, team-based discussion exploring the ethical implications of body donation, humanistic attitudes, and initial experiences of viewing plastinates. After the learning session, 185 students out of 187 submitted personal reflections generated using Driscoll's model of reflection framework. Initially, 25 reflections were randomly selected for inductive thematic analysis. A two-reflection stopping criterion was set where, if no new themes were found after two reflections, no more were analyzed. Saturation was reached after analyzing 27 reflections. Five overarching themes were discovered relating to students' insights on Navigating Faith, Culture and Ethics, Humanistic Learning in Anatomy Education, Personal Growth, Professional Development, and Reflections on Plastinates. Findings demonstrate the potential value of a multimodal intervention centered around plastinates for fostering professional development and generating personal reflection in medical students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493215
Database: ERIC
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  Data: Uncovering the Benefits of a Multimodal Intervention Centered around Plastinates in Initial Anatomy Education via Thematic Analysis of Personal Reflections of Medical Students
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  Data: <searchLink fieldCode="AR" term="%22Athan+Jia+Jun+Hong%22">Athan Jia Jun Hong</searchLink><br /><searchLink fieldCode="AR" term="%22Joel+Heng+Yi+Tan%22">Joel Heng Yi Tan</searchLink><br /><searchLink fieldCode="AR" term="%22Jun+Wen+Tan%22">Jun Wen Tan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9522-5792">0000-0002-9522-5792</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dimpy+Gupta%22">Dimpy Gupta</searchLink><br /><searchLink fieldCode="AR" term="%22Sreenivasulu+Reddy+Mogali%22">Sreenivasulu Reddy Mogali</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0981-5607">0000-0002-0981-5607</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Anatomical+Sciences+Education%22"><i>Anatomical Sciences Education</i></searchLink>. 2026 19(1):109-118.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Anatomy%22">Anatomy</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Body%22">Human Body</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Humanistic+Education%22">Humanistic Education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink>
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  Data: 10.1002/ase.70128
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  Data: 1935-9772<br />1935-9780
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  Data: Plastinates have been gaining popularity as alternatives to standard formalin-fixed donated human bodies in anatomy education; however, their role in facilitating the learning of important emotional and professional lessons has remained understudied. This report explores the emotional and professional impact of medical students' initial engagement with plastinates following a novel, multimodal intervention. A four-phase framework, including a structured lesson, pledge, discussion, and reflective practice, underpins the intervention, which was delivered prior to the first anatomy lesson. It involved an overview of the anatomy program, an introduction to the history of anatomy, and an introduction to the human plastinates (whole bodies, body parts, and organs). Students then took the Anatomy Pledge, a commitment to learning with integrity and treating the donors with respect. Then follows a structured, team-based discussion exploring the ethical implications of body donation, humanistic attitudes, and initial experiences of viewing plastinates. After the learning session, 185 students out of 187 submitted personal reflections generated using Driscoll's model of reflection framework. Initially, 25 reflections were randomly selected for inductive thematic analysis. A two-reflection stopping criterion was set where, if no new themes were found after two reflections, no more were analyzed. Saturation was reached after analyzing 27 reflections. Five overarching themes were discovered relating to students' insights on Navigating Faith, Culture and Ethics, Humanistic Learning in Anatomy Education, Personal Growth, Professional Development, and Reflections on Plastinates. Findings demonstrate the potential value of a multimodal intervention centered around plastinates for fostering professional development and generating personal reflection in medical students.
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