Wu, AnetteAnetteWuYu, Ann Chen XiAnn Chen XiYuChang, Cynthia SoledadCynthia SoledadChangGoel, RahulRahulGoelSagoo, Mandeep GillMandeep GillSagooSakurai, TakeshiTakeshiSakuraiViranta-Kovanen, SuviSuviViranta-KovanenCHUNG-LIANG CHIENTraxler, HannesHannesTraxlerWaschke, JensJensWaschkeKitahara, ShujiShujiKitaharaKeay, KevinKevinKeayOlsen, JorgenJorgenOlsenBrassett, CeciliaCeciliaBrassettBatti, Salma ElSalma ElBattiVielmuth, FranziskaFranziskaVielmuthSigmund, Anna MagdalenaAnna MagdalenaSigmundZeroual, MinaMinaZeroualKunzel, CarolCarolKunzelBernd, PaulettePauletteBerndWingate, RichardRichardWingateKielstein, HeikeHeikeKielsteinNoel, Geoffroy P J CGeoffroy P J CNoel2021-07-092021-07-092021-0909409602https://scholars.lib.ntu.edu.tw/handle/123456789/570811Medical and dental students' feelings and thoughts about the topic of death and life's passing are often associated with learning in the gross anatomy course, when students begin working with a deceased body donor in order to study human anatomy. Little is known of whether the format of anatomy teaching has an impact on these experiences. An observational study was performed to capture the initiation of students' sentiments on the topic of life's passing during the anatomy course at 14 international universities, identify common themes regarding these thoughts, and to study the connection to variations in anatomy course formats and included elements.enAnatomy course format and elements; Death; International; Life’s passing; Preclinical students[SDGs]SDG4journal article10.1016/j.aanat.2021.151741338920952-s2.0-85105834884https://api.elsevier.com/content/abstract/scopus_id/85105834884