The anatomy lab has been studied by sociologists interested in professional socialization since the 1950s. This is because the act of dissecting a cadaver is thought to be foundational for both the student's medical knowledge and the development of the student's professional identity. In this paper, I revisit the anatomy lab both historically and ethnographically. Drawing on theoretical insights from the laboratory ethnography tradition within science and technology studies, I show that students use material artifacts in the lab to support their “surgical identity play.” This activity is structured by the laboratory's performative architecture even while it is unsupervised by anatomy faculty. While many analyses of professional socialization focus on how students learn to interact with patients during their training, I show that the anatomy lab experience is an important form of professional socialization because here students learn to employ surgical instruments, language, and dress, and begin to relate to each other as colleagues.

中文翻译：

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手术身份游戏：再造解剖实验室

自1950年代以来，有兴趣从事专业社交活动的社会学家就对解剖学实验室进行了研究。这是因为解剖尸体的行为被认为是学生医学知识和学生专业身份发展的基础。在本文中，我从历史和人种学角度重新审视了解剖实验室。利用科学技术研究中实验室人种学传统的理论见解，我表明学生们在实验室中使用物质物品来支持他们的“外科身份游戏”。这项活动是由实验室的性能架构构成的，即使不受解剖学系的监督。尽管许多专业社会化分析着重于学生在培训期间如何学习与患者互动，