Aktekin Mustafa, Aktekin Nafiye Ciğdem
Department of Anatomy, School of Medicine, Mersin University, Yenişehir Campus, 33169 Mersin, Turkey.
Surg Radiol Anat. 2011 Aug;33(6):539-42. doi: 10.1007/s00276-011-0790-1. Epub 2011 Feb 22.
This study aims to obtain clues about the beliefs of medical students on learning anatomy through metaphor analysis which has not been used in this field before.
A questionnaire was given to 174 medical students. Students were asked to complete the statement with a metaphor and to provide an explanation for it. All metaphors were grouped under 8 categories.
The most frequently produced metaphors were collected in two categories, namely "being lost/unknown situation" and "hopeless struggle." These were the positions in which students feel themselves desperate, confused and lost (25%) or they consider their efforts to learn anatomy as an activity that is waste of time, ineffectual, and hopeless (24%). Only three out of eight categories (26%) had positive connotation.
Metaphors acquired here reflect distress in anatomy learning. These results would direct the educators to revise educational methods and instruments to provide more efficient anatomy education.
本研究旨在通过隐喻分析获取医学生对解剖学学习信念的线索，该方法此前尚未在该领域使用过。
向174名医学生发放问卷。要求学生用一个隐喻完成陈述并给出解释。所有隐喻被归为8类。
最常出现的隐喻集中在两类，即“迷失/未知情境”和“绝望挣扎”。在这些情境中，学生感到绝望、困惑和迷失（25%），或者他们认为自己学习解剖学的努力是一项浪费时间、无效且绝望的活动（24%）。八类中只有三类（26%）具有积极内涵。
此处获得的隐喻反映了解剖学学习中的困扰。这些结果将指导教育工作者修订教育方法和手段，以提供更有效的解剖学教育。
