Centre for Learning Anatomical Sciences, School of Medicine, University of Southampton, United Kingdom.
Clin Anat. 2011 Jan;24(1):113-9. doi: 10.1002/ca.21065.
There is continuing debate regarding doctors' knowledge of anatomy as an appropriate preparation for professional practice. This exploratory case study examined alumni's experiences of learning anatomy. The aim was to inform curriculum development and to gain a better understanding of how anatomy knowledge is applied in practice. A total of 140 medical student alumni from the University of Southampton participated in this study (49% males, 51% females). Participants completed a Likert scale questionnaire with free comment sections. Descriptive results found that: using cadaveric material was an effective way of learning anatomy; assessment was a major motivator; and around half of students forgot a lot of anatomy but that knowledge came back easily. Statistical analysis revealed associations between certain positive and negative factors in learning. Links were also seen with current job role, revealing that those who responded to positive factors were involved in careers which involved a great deal of anatomy and vice versa. To facilitate learning, anatomy should be taught throughout the curriculum and use human cadavers. Relating knowledge to practice requires transformation of knowledge and is best facilitated by the learning being situated in clinical contexts.
关于医生的解剖学知识是否是专业实践的适当准备，一直存在争议。本探索性案例研究调查了校友学习解剖学的经验。目的是为课程开发提供信息，并更好地了解解剖学知识如何在实践中应用。共有 140 名来自南安普顿大学的医学生校友参与了这项研究（49%为男性，51%为女性）。参与者完成了一份李克特量表问卷，并附有自由评论部分。描述性结果发现：使用尸体材料是学习解剖学的有效方法；评估是主要的激励因素；大约一半的学生忘记了很多解剖学知识，但这些知识很容易回来。统计分析显示，学习中某些积极和消极因素之间存在关联。与当前工作角色也存在联系，表明那些对积极因素做出反应的人从事涉及大量解剖学的职业，反之亦然。为了促进学习，解剖学应该贯穿整个课程，并使用人体尸体。将知识与实践联系起来需要知识的转化，最好通过将学习置于临床环境中来促进。
