Background Cadaveric dissection is vital in medical education, offering essential hands-on experience in human anatomy. With cadavers regarded as the “first teacher,” students confront the realities of death early in their training. All medical students are expected to participate actively in dissections. However, inconsistencies in attendance and engagement are common. In some cases, cadavers are abandoned midway through the course, possibly due to psychological, social, or structural barriers. Understanding medical students' attitudes and perceived social norms toward cadaveric dissection is crucial for improving educational experiences and outcomes. Objective This study explored the attitude and subjective norm of medical students at Makerere University toward cadaveric dissection. Methods Qualitative study design was employed, using seven Focus Group Discussions (FGDs) with first- and second-year medical students. Participants were purposefully selected to ensure diversity in gender and academic experience. Data were transcribed verbatim and analyzed thematically. Ethical approval was obtained, and measures to ensure participant anonymity and psychological support were implemented. Results Students’ attitudes toward cadaveric dissection varied from strong enthusiasm and appreciation of its educational value to anxiety, fear, and emotional discomfort. While some viewed dissection as essential for learning, others expressed moral, religious, and psychological concerns. State of cadavers, peer influence, faculty support, and cultural beliefs, significantly influenced students change of attitude resulting to active participation or disengagement with cadaveric dissections. Conclusion Findings informed the development of the Integrated Model of Cadaveric Engagement, which highlights the complex interplay of psychological, social, and structural factors influencing dissection behavior.
Oloya et al. (Mon,) studied this question.