Leung Kai-Kuen, Lue Bee-Horng, Lu Kuo-Shyan, Huang Tien-Shang
Department of Family Medicine, National Taiwan University Hospital and College of Medicine, Taiwan.
Med Teach. 2006 Mar;28(2):e59-63. doi: 10.1080/01421590600617251.
This study evaluated students' perspectives of the two-stage anatomy course, which is designed to retain the time-honored tradition of cadaver dissection and to include innovative components into anatomy education. A total of 94 sixth-year medical students completed a questionnaire survey at the end of the second stage anatomy course. The results showed that more than half of the students were satisfied with the two-stage anatomy course. Students found that cadaver dissection was most helpful in learning anatomy. The two-stage anatomy course can enhance understanding and memory of anatomical knowledge. However, students disagreed on whether or not the two-stage course can reduce the burden of learning or that the parallel study of anatomy and the 'Life and Death' course could change their attitude toward death more effectively. National Licensing Examination revealed no obvious change after the implementation of the new anatomy course. Traditional and innovative components in anatomy curriculum could coexist in harmony. We provided an alternative for those who wanted to retain cadaver dissection in a reformed curriculum. Further study is needed to evaluate the adequacy of anatomy knowledge and student performance in the long run.
本研究评估了学生对两阶段解剖学课程的看法，该课程旨在保留尸体解剖这一历史悠久的传统，并将创新元素融入解剖学教育。共有94名六年级医学生在第二阶段解剖学课程结束时完成了问卷调查。结果显示，超过半数的学生对两阶段解剖学课程感到满意。学生们发现尸体解剖对学习解剖学最有帮助。两阶段解剖学课程可以增强对解剖学知识的理解和记忆。然而，对于两阶段课程是否能减轻学习负担，以及解剖学与“生与死”课程的并行学习是否能更有效地改变他们对死亡的态度，学生们存在分歧。国家执业资格考试显示，新解剖学课程实施后没有明显变化。解剖学课程中的传统元素和创新元素可以和谐共存。我们为那些希望在改革后的课程中保留尸体解剖的人提供了一种选择。从长远来看，需要进一步研究来评估解剖学知识的充分性和学生的表现。
