Abstract
Anatomical dissection is a cause of distress for many medical students. Explicit pedagogical strategies are important in reducing student distress and supporting their personal development. A systematic review of PubMed, Ovid, PsycINFO, and Web of Science databases was conducted to examine quantitative data regarding medical school interventions to reduce the negative psychological and moral impact of anatomical dissection on medical students. Of 1189 unique abstracts, 14 papers met screening criteria. Student distress decreased with the use of educational audiovisual materials and graded exposure to donor bodies. Educational lectures, memorial ceremonies, and utilization of background music had mixed results.