Assessing inaugural dissection room experiences: Demographic, emotional, educational, and ethical dimensions among Tanzanian medical undergraduates (2024/2025 Cohort)

Background: Cadaveric dissection remains a vital pillar of anatomical education, providing a hands-on, three-dimensional understanding of the human body that is critical to medical training. However, in low-resource settings like Tanzania, where technological alternatives are limited, the dissection experience is intensified, both pedagogically and emotionally. Cultural beliefs, religious norms, and the lack of psychological preparation may shape students’ initial responses in underexplored ways. This study examines the demographic, emotional, educational, and ethical dimensions of cadaver dissection among first-year medical students at St. Francis University College of Health and Allied Sciences (SFUCHAS) during the 2024/2025 academic year. Methodology: A cross-sectional study was conducted at SFUCHAS in Ifakara Town Council, Tanzania. A total of 142 first-year medical students were recruited using convenience sampling. Data were collected via a validated electronic, closed-ended questionnaire distributed after students' initial dissection session. The tool assessed demographics (age, gender, prior exposure), emotional responses (e.g., anxiety, curiosity), educational motivations, and ethical perceptions. Descriptive statistics, Chi-square tests, ANOVA, and logistic regression analyses were performed using SPSS v28. Results: Among 142 participants, 76.1% had prior exposure to cadaver dissection. Most students (83.1%) strongly believed in the educational value of dissection, primarily for surgical skills and 3D anatomical understanding. However, 80.3% experienced ethical dilemmas, and 97.2% supported the need for emotional or psychological support. Prior exposure was significantly associated with reduced cultural/religious discomfort (χ² = 10.44, p = 0.034), and student motivation differed significantly across exposure groups (F = 4.23, p = 0.017). Logistic regression showed that peer influence significantly predicted emotional distress (OR = 2.18, p = 0.042). Conclusion: While cadaveric dissection is widely accepted and valued for its educational benefits, it elicits complex emotional and ethical reactions among Tanzanian medical students, shaped by cultural beliefs and peer dynamics. Institutions in resource-limited settings should incorporate structured psychological support, cultural sensitivity training, and preparatory sessions to enhance the dissection experience and support student well-being.