Erkonen W E, Krachmer M, Cassell M D, Albanese M A, Stanford W
Department of Radiology, University of Iowa College of Medicine, Iowa City 52242.
Invest Radiol. 1992 Sep;27(9):744-7. doi: 10.1097/00004424-199209000-00018.
This prospective study was designed to determine to what extent an ultrafast computed tomography (UFCT) videotape of the heart could enhance or substitute for cadaver dissection in teaching anatomy to first-year medical students.
A student population (n = 180) was randomized into four groups. Group 1 (control) received no instruction, group 2 viewed the videotape, group 3 participated in cardiac dissection, and group 4 performed cardiac dissection and viewed the videotape. After randomized instruction, each group was tested with 10 UFCT static cardiac images and 8 cardiac cadaver specimens. A different population consisting of nonrandomized fourth-year medical students also was tested.
The results point to an interaction between instruction and the manner in which it was assessed. There was more carryover from the videotape-acquired knowledge to specimens than from dissection-acquired knowledge to UFCT images.
Cardiac UFCT instruction resulted in dramatically improved image testing performance. This image-acquired knowledge was not sufficiently transferred to cardiac specimen identification; thus, videotape instruction should not replace dissection for teaching cardiac anatomy. Video provided instruction benefits beyond that gained through general clinical experience.
本前瞻性研究旨在确定心脏超快速计算机断层扫描（UFCT）录像在多大程度上能够增强或替代尸体解剖，用于向一年级医学生教授解剖学。
将180名学生随机分为四组。第1组（对照组）未接受任何指导，第2组观看录像，第3组参与心脏解剖，第4组进行心脏解剖并观看录像。在随机指导后，每组用10张UFCT心脏静态图像和8个心脏尸体标本进行测试。还对由非随机分组的四年级医学生组成的另一人群进行了测试。
结果表明指导方式与评估方式之间存在相互作用。从录像获得的知识到标本的迁移比从解剖获得的知识到UFCT图像的迁移更多。
心脏UFCT指导显著提高了图像测试表现。这种通过图像获得的知识未能充分转化为心脏标本识别能力；因此，录像指导不应取代解剖用于心脏解剖学教学。录像提供的指导益处超出了一般临床经验所获得的益处。
