Department of Speech and Hearing Sciences, Washington State University, Pullman, Washington, USA.
Anat Sci Educ. 2010 Sep-Oct;3(5):234-43. doi: 10.1002/ase.173.
Courses in anatomy have traditionally relied on lectures and cadaver dissection laboratories. In speech and hearing sciences, there tends to be less access to cadavers than in medical schools and other allied health professions. It is more typical to use anatomical models, diagrams and lecture slides. Regardless of the resources available, anatomy is a subject that lends itself to hands-on learning. This article briefly reviews teaching methods and describes a variety of innovative activities to enhance learning of anatomical concepts and clinical relevance of anatomy for speech production. Teaching strategies and activities were developed to capitalize on students' multimodal learning preferences as revealed by responses to a survey administered to 49 undergraduates in the beginning of an anatomy of speech production course. At the end of the semester, students completed a second survey. A five-point Likert scale was used to assess the usefulness of each activity as a learning tool or level of clinical relevance and the level of enjoyability. The responses were overwhelmingly positive with level of usefulness and level of clinical relevance rated higher on average than the level of enjoyment.
解剖学课程传统上依赖于讲座和尸体解剖实验室。在言语和听力科学中，与医学院和其他相关健康专业相比，获得尸体的机会较少。通常使用解剖模型、图表和幻灯片。无论可用资源如何，解剖学都是一门适合实践学习的学科。本文简要回顾了教学方法，并描述了各种创新活动，以增强对解剖学概念的学习和解剖学对言语产生的临床相关性。教学策略和活动是根据对 49 名本科生在言语产生解剖学课程开始时进行的调查的回应制定的，旨在利用学生的多模式学习偏好。在学期末，学生们完成了第二次调查。使用五点李克特量表评估每个活动作为学习工具或临床相关性的程度以及趣味性的程度。学生的反馈非常积极，平均而言，活动的有用性和临床相关性程度的评分高于趣味性。
