Department of Neurobiology and Developmental Sciences, University of Arkansas for Medical Sciences, Little Rock, 72205, USA.
Anat Sci Educ. 2010 Nov-Dec;3(6):330-4. doi: 10.1002/ase.187.
"Anatomizing" is a new verb some use to describe the breaking apart of a complex entity such as the human body, into isolated tidbits of information for study, which can never equal the complex, integrated whole. Although popular with first-year medical students, this practice of "tidbitting" anatomical information into easy to memorize facts or tables of facts does not prepare medical students for the inevitable task of dealing with the integrated structure-function of the human body, both normal and diseased, as patient managers. Examination questions drive the cognitive methods students will use to learn content. Asking students on examinations for recall of previously memorized tidbits fosters the cognitive learning behavior of only memorization. Examination questions, however, can be constructed that assess student understanding and integration of the content, that is, student use of cognitive and metacognitive methods of higher order learning that will foster high-quality learning producing better practitioners and lifelong learners. This kind of efficient student learning needs to begin in the first year of medical school.Learning more efficiently and at deeper levels of understanding is especially pertinent as the contact hours in anatomy courses continue to decrease.
“解剖”是一些人用来描述将复杂实体（如人体）分解成孤立的信息片段以供研究的一个新动词，这些信息片段永远无法等同于复杂的、完整的整体。虽然这种将解剖信息“碎片化”为易于记忆的事实或事实表格的做法在第一年的医学生中很流行，但它并不能为医学生作为患者管理者来处理正常和患病人体的综合结构-功能做好准备。考试问题推动学生用来学习内容的认知方法。在考试中要求学生回忆之前记忆的碎片化信息，会助长学生仅通过记忆来进行认知学习的行为。然而，考试问题可以构建起来，以评估学生对内容的理解和整合，即学生使用更高层次学习的认知和元认知方法，这将促进高质量的学习，培养出更好的从业者和终身学习者。这种高效的学生学习需要在医学院的第一年就开始。随着解剖学课程的课时不断减少，更高效、更深入地理解学习内容就显得尤为重要。
