McWhorter David L, Forester Joseph P
Department of Anatomy, University of Health Sciences College of Osteopathic Medicine, Kansas City, Missouri 64106, USA.
Clin Anat. 2004 Mar;17(2):144-8. doi: 10.1002/ca.10228.
The current medical curricula reform that is taking place in many medical schools throughout the world has resulted in less time for gross anatomy laboratory instruction. In response, anatomists are using a variety of approaches (e.g., peer teaching, prosections, plastinated anatomical models, etc.) to adapt to these changes. To accommodate recent curricular reform at the University of Health Sciences College of Osteopathic Medicine, an alternating dissection schedule was implemented. The purpose of this study is to examine the effects of the alternating schedule on gross anatomy laboratory practical performance. Using a Mann-Whitney Rank Sum test, back and upper limb (back-upper limb), and lower extremity laboratory practical performance for students who dissected in every laboratory (EL group; n = 227) is compared to students who dissected in every other laboratory (EOL group; n = 254). For the back-upper limb part of the anatomy laboratory practical, the mean percentage scores for the EL and EOL groups were 74.5% and 68.1%, respectively (P < 0.001). The mean percentage scores for the EL and EOL groups on the lower limb portion of the anatomy lab practical were 75.9% and 75.6%, respectively (P = 0.994). These data suggest that the use of an alternating dissection schedule had an equivocal effect on the students' gross anatomy laboratory practical performance for these two sections. The reasons for these conflicting results may have been related to regional complexity or volume of information, and the sequence in which the regions were taught.
目前，世界各地许多医学院正在进行医学课程改革，这导致大体解剖实验室教学时间减少。作为回应，解剖学家们正在采用各种方法（如同伴教学、断层解剖、塑化解剖模型等）来适应这些变化。为了适应健康科学大学整骨医学院最近的课程改革，实施了交替解剖时间表。本研究的目的是检验交替时间表对大体解剖实验室实践表现的影响。使用曼-惠特尼秩和检验，将在每个实验室进行解剖的学生（EL组；n = 227）的背部和上肢（背-上肢）以及下肢实验室实践表现与每隔一个实验室进行解剖的学生（EOL组；n = 254）进行比较。在解剖实验室实践的背-上肢部分，EL组和EOL组的平均百分比得分分别为74.5%和68.1%（P < 0.001）。解剖实验室实践下肢部分EL组和EOL组的平均百分比得分分别为75.9%和75.6%（P = 0.994）。这些数据表明，交替解剖时间表的使用对这两个部分学生的大体解剖实验室实践表现产生了模棱两可的影响。这些相互矛盾结果的原因可能与区域复杂性或信息量以及各区域的教学顺序有关。
