00:02
anatomy has been an integral part of our
00:04
curriculum over this past year through
00:06
weekly dissections and clinical skills
00:08
labs we've had the opportunity to gain
00:10
insight into the intricacies of the
00:12
human body that would otherwise not be
00:14
possible we're so grateful to our donors
00:16
and their families for their invaluable
00:18
gift to our education
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the donor convocation ceremony is hosted
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every year by the second year class as
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an opportunity to show our deepest
00:28
gratitude to the families of our donors
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as well as reflect upon the anatomy
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journey we've been on over this past
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year at the ceremony we showcase the
00:36
written pieces reflective performances
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and artwork that our class members have
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put together over this past year to
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represent their anatomy journey
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what we always try to do is not actually
00:50
get a scalpel out on the first day we
00:52
try to just
00:53
make it be sort of light and and just
00:56
observe the body i was quite nervous
00:58
that i wouldn't react well or i would be
01:00
really nervous
01:01
and i was all those things until
01:04
i actually like met my donor and all
01:07
that went away pretty much immediately
01:09
when i first saw my donor and started
01:11
learning
01:13
and i was just really grateful for the
01:15
fact that somebody had donated
01:17
their body for me to learn from the
01:20
sacrifice of the donor was very helpful
01:21
to me
01:23
in terms of helping me overcome
01:25
my feelings of
01:28
not feeling worthy to dissect into a
01:30
body i think just thinking about the
01:31
fact that someone gave their body
01:33
and they wanted they did it
01:36
on their own accord and they wanted
01:38
someone to get
01:39
a learning experience out of their body
01:41
and i want to use this to the best of my
01:43
ability and learn as much as i can
01:45
because that's what they wanted out of
01:46
this
01:50
i was most grounded by the the gratitude
01:52
i felt for for my donor and so i
01:55
wanted to
01:57
do
01:58
do something nice for my donor and the
02:00
the i was like what can i do that's like
02:02
nice the the thing that i thought was
02:05
you know the most nice thing i could do
02:06
would be to make some music for him
02:09
and
02:10
i love appalachian music it's a kind of
02:13
music pretty close to my heart
02:15
and in within the tradition of
02:17
appalachian music there's a type of song
02:19
called a plankstee
02:21
a plankstee is a song that
02:23
you write for someone or a memorial of
02:26
someone so i spent the day playing music
02:28
and then i kind of was like messing
02:30
around and i found like melodies that
02:32
kind of you know grabbed my heart in the
02:34
mindset of
02:35
you know of gratitude and
02:38
and i yeah put together a little tune
02:40
and
02:41
yeah it was a fun process
02:44
they told me i'd learn a lot at medical
02:46
school heavy decisions would make me
02:49
their fool
02:50
my
02:51
anatomical donor reflection project i
02:54
think is the official title
02:56
was a poem that i had written
02:58
and
02:59
the poems
03:01
spells out thank you on the left margin
03:06
on
03:07
paper that was burned around
03:10
the borders of the symbolism was
03:12
important in terms of
03:14
fire kind of signifying the end of
03:17
something but also the birth of
03:19
something
03:20
so the end of our donors lives but the
03:22
birth of our medical education my work
03:25
is called the call room and it's a wood
03:28
engraving it's specifically a relief
03:31
which i chose to do because i felt like
03:34
wood is sort of an organic material and
03:36
the permanence of a relief
03:38
sort of captured that transformative
03:40
realization i had so the wood carving
03:43
setting takes place in a call room
03:46
which is
03:48
you know one of those points where
03:50
residents will recharge or they might
03:51
get paged immediately to go back to
03:54
their work and it can be tough at times
03:57
in that room and so i just wanted to
03:59
symbolize that uplifting nature that is
04:02
really inherent to all of our training
04:04
as medical students with these
04:06
anatomical donors that i'm very very
04:07
appreciative for
04:12
i think my experience in anatomy lab
04:15
will help me
04:16
not only understand the body more
04:20
but
04:21
this has laid the foundation for my
04:23
entire medical career
04:24
anytime i think of an organ or think of
04:28
a disease process or have someone who is
04:31
not feeling well in front of me
04:33
i am thinking back to anatomy lab and
04:36
thinking about
04:38
how the body works and how things are
04:40
moving around in the body and
04:43
that's huge because that's the
04:45
foundation on which my entire
04:49
education is built and i don't think i'm
04:51
overstating that when i when i say that
04:54
[Music]
04:56
this is going to
04:58
enable medical students to
05:02
experience dealing with the
05:06
donor for as a human
05:09
almost patient for the first time and
05:12
that is going to have ramifications for
05:14
the rest of their careers and for
05:16
everyone with whom they come in contact
05:18
to the families of all the donors
05:21
i really with great sincerity want to
05:23
thank them
05:25
their contribution of their body to
05:27
medical student education
05:29
is something that
05:32
we can really never fully pay back
05:35
except for the fact that the students
05:36
will go on to learn from those bodies
05:39
and learn from the diseases that they
05:42
had and become better doctors for it i
05:45
always ask students
05:48
before we go into the lab what emotions
05:50
are you feeling and i have students plug
05:52
that into a word cloud and
05:54
always the word cloud is you know i'm
05:58
scared i'm fearful or maybe i'm just you
06:00
know indecisive i don't know what to
06:02
think
06:03
[Music]
06:05
and then at the donor complications i
06:07
always show that word cloud after
06:09
students have gone through anatomy for a
06:11
whole year and it's really interesting
06:14
how all of that changes
06:18
[Music]
06:25
you