RESEARCH ARTICLE Open Access r

Anatomy and pathology are central subjects in medical training, and the practical classes for these provide stu-and professionalization [2,10]. In one much-cited study, Hafferty calls the experience of dissection an emotional Sándor et al. BMC Medical Education (2015) 15:73 DOI 10.1186/s12909-015-0355-9Institute of Behavioural Sciences, Semmelweis University, BudapestNagyvárad tér 4, HungaryH-1089dents with their first dissection-room experiences. Several studies have addressed the effect on medical students of dissection-room experiences [1-8]. These ex-periences are found to play a part in learning how to handle emotions as well the subject itself, and the effects can carry over to the subsequent doctor-patient relation-ship [6,9]. There have been many studies worldwide on rite of passage which promotes the process of changing over from layperson to doctor [2]. This ritual takes place via a psychological process of which very little is yet known [11]. Students ’ encounters with the subject of death and dying and the revelation of the inside of the body on these practicals is a “licence to intrude”, a situ-ation which – especially considering their age – they may not be prepared for, while successfully coping with it can be a key element of their subsequent medical careers. * Correspondence