The role of video and reflection interventions in supporting first-year medical students in the gross anatomy lab: a mixed methods study.

The first encounter with a human cadaver is a sentinel experience for medical students that is an important professional milestone but can be associated with heightened stress and anxiety. In response, many anatomy programs have implemented educational and wellness-based interventions to prepare learners for their first dissection experience, manage their dissection-related anxiety, and foster empathy. This mixed methodology study examined the impact of two preparatory interventions, namely a video and reflection activity, on anxiety, sleep, and mental and physical health for fifty-eight first-year medical students. As expected, anxiety increased over the anatomy module. There were no observed changes to sleep during the module. Self-reported number of physically and mentally healthy days improved over the module. Qualitative responses indicate that the students valued the video and reflection activity and found them helpful in preparing them for and adapting to the anatomy experience, and that male participants found them more helpful than female participants. Engagement in specific health promotion, namely exercise and maintaining a strong social support system, seemed to be protective against stress and anxiety. More research is needed to determine the benefits of preliminary activities to support healthy adjustment and reduced anxiety for students taking anatomy.