Dangerfield P, Bradley P, Gibbs T
Department of Human Anatomy and Cell Biology, The University of Liverpool, United Kingdom.
Clin Anat. 2000;13(6):444-7. doi: 10.1002/1098-2353(2000)13:6<444::AID-CA9>3.0.CO;2-W.
Recent developments in undergraduate medical education in the United Kingdom have produced changes in the content and delivery of component courses, including human anatomy. Anatomy can retain its place in the medical course in the new world of problem-based learning and clinical skills teaching by gaining recognition as an integral part of the curriculum which underpins much of the practice of clinical medicine. In these new courses, anatomical information is clinically relevant and discussed in the context of medical problems and the acquisition of clinical skills. Students are encouraged to study in a manner in which information is retained (deep learning) and where understanding replaces rote learning of facts. Students take responsibility for their own learning, with appropriate support and resources. In clinical skills courses, anatomy underpins the development and retention of clinical knowledge and skills.
英国本科医学教育的最新发展使包括人体解剖学在内的各组成课程的内容和授课方式发生了变化。在基于问题的学习和临床技能教学的新世界中，解剖学可以通过被视为课程的一个组成部分而在医学课程中保留其地位，该课程是临床医学许多实践的基础。在这些新课程中，解剖学信息与临床相关，并在医学问题和临床技能获取的背景下进行讨论。鼓励学生以能够保留信息的方式（深度学习）进行学习，在这种方式中，理解取代了对事实的死记硬背。学生在获得适当支持和资源的情况下，对自己的学习负责。在临床技能课程中，解剖学是临床知识和技能发展与保留的基础。
