Levine M G, Stempak J, Conyers G, Walters J A
Department of Anatomy and Cell Biology, State University of New York-Health Science Center at Brooklyn, 11203-2098, USA.
Clin Anat. 1999;12(3):191-8. doi: 10.1002/(SICI)1098-2353(1999)12:3<191::AID-CA8>3.0.CO;2-5.
A problem-based learning curriculum in gross anatomy was begun for a limited number of students to address unsuccessful methodology inherent in a traditional instructional approach. To eliminate some concerns associated with the laboratory component, computer-based instruction and other computer- related activities were actively integrated into the total instructional process. Prosections, directions, quizzes, images, and grades were provided in lab at table-side computer workstations, in the library, and on the web. Results were assessed through questionnaires in which students rated their learning experience according to a Likert-type scale. Success was measured by quantitative improvements in student perception. In this three-year study, observations and measurements have suggested increasingly positive student attitudes toward educational technology, for networks as a faster and more effective method of student/faculty communication, and in the utilization of computer-based instruction for greater flexibility and efficiency in learning. This allowed a rethinking of the structure and content of the curriculum by the faculty, which permitted reduced laboratory time, more small-group activity, and less reliance on staff.
针对有限数量的学生启动了基于问题的大体解剖学课程，以解决传统教学方法中固有的不成功方法。为了消除与实验室部分相关的一些担忧，基于计算机的教学和其他与计算机相关的活动被积极整合到整个教学过程中。在实验室的桌旁计算机工作站、图书馆和网络上提供解剖标本、指导、测验、图像和成绩。通过问卷调查评估结果，学生根据李克特量表对他们的学习体验进行评分。通过学生认知的定量改善来衡量成功与否。在这项为期三年的研究中，观察和测量表明，学生对教育技术、将网络作为学生/教师交流的更快、更有效方法以及利用基于计算机的教学以提高学习的灵活性和效率的态度越来越积极。这使得教师能够重新思考课程的结构和内容，从而减少实验室时间、增加小组活动并减少对工作人员的依赖。
