Erkonen W E, Vydareny K H, Sandra A, Ferguson K A, Kreiter C D
Department of Radiology, University of Iowa College of Medicine, Iowa City 52242-1009, USA.
Acad Radiol. 2000 Sep;7(9):700-4. doi: 10.1016/s1076-6332(00)80526-7.
The purpose of this study was to validate the effectiveness of a proven radiology-anatomy instructional module during I st-year gross anatomy courses at Emory University College of Medicine and the University of Iowa College of Medicine.
This prospective study involved 108 Emory students and 177 Iowa students. The instructional content was the same at both institutions. Each student was randomly assigned into one of three groups at each institution, and each group received a unique, randomized, five-item pretest. All students were posttested as part of their gross anatomy laboratory examination, and the posttests consisted of all 15 items used in the three five-item pretests.
No statistically significant pretest effects were demonstrated by t tests. Posttest performances across items ranged from 73% to 96% correct for Emory students and 67% to 98% for Iowa students. Performance levels on the posttests were significantly higher than on pretests, and few significant differences were found in the performance of the two populations.
The radiology-anatomy instructional module integrated into the gross anatomy courses for 1st-year Emory University and University of Iowa students was not instructor or institution dependent.
本研究旨在验证埃默里大学医学院和爱荷华大学医学院一年级大体解剖课程中一个经过验证的放射学 - 解剖学教学模块的有效性。
这项前瞻性研究涉及108名埃默里大学学生和177名爱荷华大学学生。两个机构的教学内容相同。每个机构的每位学生被随机分配到三组中的一组，每组接受一份独特的、随机的五项预测试。所有学生在其大体解剖实验室考试中进行后测，后测包括三个五项预测试中使用的所有15个项目。
t检验未显示出统计学上显著的预测试效应。埃默里大学学生后测各项目的正确率在73%至96%之间，爱荷华大学学生为67%至98%。后测的表现水平显著高于预测试，且两个人群的表现几乎没有显著差异。
融入埃默里大学和爱荷华大学一年级学生大体解剖课程的放射学 - 解剖学教学模块不依赖于教师或机构。
