Department of Anatomy, College of Osteopathic Medicine, Des Moines University, Des Moines, Iowa 50312, USA.
Anat Sci Educ. 2010 Mar-Apr;3(2):94-6. doi: 10.1002/ase.129.
Gross anatomy affords physical therapy students an opportunity to discover human morphology by intimately studying the dead. Moreover, it also exposes future physical therapists to the humanistic aspects of the profession. In 2007, anatomy faculty decided to socialize students to the humanities with a new course requirement: Humanities in Gross Anatomy Project (HuGA) Project. At the end of the course, students, either individually or as a group, submitted a project that described how they had been personally touched by the donor's gift and how the gift contributed to their professional growth and education. The submission could be in the form of a narrative, poem, song, video, etc. All students met the three grading criteria that were established; thus taking the first step in socializing themselves to the humanistic domain of their professional education. In summary, the HuGA project is a novel educational tool that formally provided physical therapy students with humanistic learning opportunities in a gross anatomy course and appeared to facilitate reflective learning. The utilization of reflection as it relates to clinical decision making and patient interaction is critical for physical therapy practice.
大体解剖学为物理治疗学生提供了一个通过深入研究尸体来发现人体形态的机会。此外，它还使未来的物理治疗师接触到该专业的人文方面。2007 年，解剖学教师决定通过一门新课程要求（人文大体解剖学项目，HuGA 项目）使学生熟悉人文科学。在课程结束时，学生个人或小组提交一份项目，描述他们如何被捐赠者的礼物所感动，以及礼物如何促进他们的专业成长和教育。提交的形式可以是叙述、诗歌、歌曲、视频等。所有学生都满足了既定的三个评分标准；从而在将自己融入专业教育的人文领域方面迈出了第一步。总之，HuGA 项目是一种新颖的教育工具，它在大体解剖学课程中为物理治疗学生提供了人文学习机会，并似乎促进了反思性学习。反思在临床决策和患者互动中的应用对于物理治疗实践至关重要。
