Mayo Medical School, College of Medicine, Mayo Clinic, Rochester, Minnesota, USA.
Anat Sci Educ. 2010 Sep-Oct;3(5):244-8. doi: 10.1002/ase.174.
Because medical students have many different learning styles, the authors, medical students at Mayo Clinic, College of Medicine researched the history of anatomical specimen procurement, reviewing topic-related film, academic literature, and novels, to write, direct, and perform a dramatization based on Robert Louis Stevenson's The Body-Snatcher. Into this performance, they incorporated dance, painting, instrumental and vocal performance, and creative writing. In preparation for the performance, each actor researched an aspect of the history of anatomy. These micro-research projects were presented in a lecture before the play. Not intended to be a research study, this descriptive article discusses how student research and ethics discussions became a theatrical production. This addition to classroom and laboratory learning addresses the deep emotional response experienced by some students and provides an avenue to understand and express these feelings. This enhanced multimodal approach to"holistic learning" could be applied to any topic in the medical school curriculum, thoroughly adding to the didactics with history, humanities, and team dynamics.
由于医学生有许多不同的学习风格，作者——梅奥诊所医学院的医学生——研究了解剖标本采集的历史，查阅了与主题相关的电影、学术文献和小说，根据罗伯特·路易斯·史蒂文森的《夺尸者》创作、导演并表演了一场戏剧。他们将舞蹈、绘画、器乐和声乐表演以及创意写作融入到这场表演中。在准备表演时，每位演员都研究了解剖学史的一个方面。这些微型研究项目在戏剧前的讲座中展示。本文不打算作为一项研究，而是讨论了学生研究和伦理讨论如何成为戏剧制作的一部分。这种对课堂和实验室学习的补充，解决了一些学生所经历的深刻情感反应问题，并为理解和表达这些感受提供了途径。这种增强的多模式“整体学习”方法可以应用于医学院课程中的任何主题，通过历史、人文和团队动态为教学增添丰富内容。
