Brueckner Jennifer K, MacPherson Brian R
University of Kentucky Medical Center, Department of Anatomy and Neurobiology, Educational Technology Group, Lexington, KY 40536-0298, USA.
Eur J Dent Educ. 2004 May;8(2):72-7. doi: 10.1111/j.1600-0579.2003.00333.x.
This study examined the impact of implementing a rotating dissection schedule on the attitudes and performance of first-year dental students in the gross anatomy laboratory at the University of Kentucky. In 2002-2003, half of the students assigned to each cadaver dissected the assigned objectives during the first 90 min of the laboratory session. During the last 30 min, the non-dissecting group members came into the laboratory and had the day's dissection demonstrated and explained to them via peer instruction. Dissection responsibilities rotated with each laboratory session. Eighty-eight percent of student participants were satisfied with the rotating dissection approach according to a mid-term survey, and this satisfaction level remained unchanged at the end of the semester for most students. Students' perceptions of the quality of peer laboratory presentations varied, with only 44% rating them as good or better. Eighty percent of students perceived that rotating dissection did not impede their performance, and this was confirmed by analysis of grade data. Student satisfaction and the ability to devote additional weekly curriculum time to studying anatomy in a very compressed curriculum were the main student-described benefits.
本研究考察了在肯塔基大学大体解剖实验室实施轮流解剖安排对一年级牙科学生态度和表现的影响。在2002 - 2003年期间，分配到每具尸体的学生中有一半在实验课的前90分钟解剖指定的目标。在最后30分钟，未参与解剖的小组成员进入实验室，由同伴指导向他们展示并讲解当天的解剖内容。每次实验课解剖任务都会轮换。根据中期调查，88%的参与学生对轮流解剖方法感到满意，并且对于大多数学生来说，这种满意度在学期末保持不变。学生对同伴实验室展示质量的看法各不相同，只有44%的学生将其评为良好或更好。80%的学生认为轮流解剖并未妨碍他们的表现，成绩数据分析证实了这一点。学生满意度以及在课程非常紧凑的情况下每周能额外抽出时间学习解剖学，是学生提到的主要益处。
