Year: 2026 | Month: October | Volume: 16 | Issue: 10 | Pages: 132-143
DOI: https://doi.org/10.52403/ijhsr.20261014
Professional Identity Formation and the Hidden Curriculum in the Dissection Hall: An Exploratory Mixed-Methods Study of First Year Medical Students’ Attitudes, Behaviours, and Perceptions
Divia Paul. Aricatt1, Sangeeta M2, Suman Tiwari3
1Assistant Professor, Department of Anatomy, MVJ Medical College and Research Hospital, Bangalore, Karnataka, India
2Professor and Head, Department of Anatomy, MVJ Medical College and Research Hospital, Bangalore, Karnataka, India
3Professor, Department of Anatomy, MVJ Medical College and Research Hospital, Bangalore, Karnataka, India
Corresponding Author: Divia Paul. Aricatt
ABSTRACT
Background: Professional identity formation (PIF) is a developmental process through which learners integrate professional values and responsibilities into an emerging professional self. The anatomy dissection hall is an environment where formal teaching and hidden curriculum intersect. This study aimed to explore medical students’ experiences of PIF in the dissection hall and influences of faculty role modelling, peer interactions, ethical encounters, and emotional adaptation.
Methods: A convergent parallel mixed-methods study was conducted among 90 first-year MBBS students at a medical college between February and June 2026. The quantitative component used a 20-item Likert questionnaire to describe dissection experiences; it was not a validated PIF measure. Qualitative data comprised 30 narratives and 3 focus group discussions involving 24 students. Data were analysed using Braun and Clarke’s reflexive thematic analysis and integrated during interpretation.
Results: Eighty-six students (86.7%) viewed the cadaver as a “first teacher,” 84 (93.3%) reported increased respect for the human body, 80 (88.9%) perceived professional responsibility, 76 (84.4%) identified faculty role modelling as influential, and 72 (80.0%) perceived peer influence. Emotional preparedness was reported by 58 (64.4%), while 39 (43.3%) felt comfortable discussing emotions. Eighty-two (91.1%) supported structured reflective sessions. Four themes emerged: professional socialisation, hidden curriculum learning, ethical sensitisation and humanisation of the cadaver, and emotional regulation and professional growth.
Conclusions: The dissection hall provides context for professional socialisation and identity development. Quantitative findings are descriptive perceptions rather than psychometric measurement of PIF; qualitative findings provide evidence of emerging identity processes.
Key words: Professional identity formation; Hidden curriculum; Cadaveric dissection; Medical education; Professionalism in anatomy education