Division of Physical Therapy, College of Health Professions, Medical University of South Carolina, 151 Rutledge Avenue, Charleston, SC 29425, USA.
Anat Sci Educ. 2011 Mar-Apr;4(2):71-7. doi: 10.1002/ase.208. Epub 2011 Mar 8.
This pilot study was designed to assess the perceptions of physical therapy (PT) and occupational therapy (OT) students regarding the use of computer-assisted pedagogy and prosection-oriented communications in the laboratory component of a human anatomy course at a comprehensive health sciences university in the southeastern United States. The goal was to determine whether student perceptions changed over the course of a summer session regarding verbal, visual, tactile, and web-based teaching methodologies. Pretest and post-test surveys were distributed online to students who volunteered to participate in the pilot study. Despite the relatively small sample size, statistically significant results indicated that PT and OT students who participated in this study perceived an improved ability to name major anatomical structures from memory, to draw major anatomical structures from memory, and to explain major anatomical relationships from memory. Students differed in their preferred learning styles. This study demonstrates that the combination of small group learning and digital web-based learning seems to increase PT and OT students' confidence in their anatomical knowledge. Further research is needed to determine which forms of integrated instruction lead to improved student performance in the human gross anatomy laboratory.
本试点研究旨在评估物理治疗（PT）和职业治疗（OT）学生对计算机辅助教学和面向剖检的沟通在位于美国东南部的一所综合健康科学大学人体解剖课程实验室部分的使用的看法。目标是确定学生在夏季学期内对口头、视觉、触觉和基于网络的教学方法的看法是否发生变化。预测试和后测试调查以在线形式分发给自愿参加试点研究的学生。尽管样本量相对较小，但统计结果表明，参加这项研究的 PT 和 OT 学生认为他们能够更好地从记忆中命名主要解剖结构、从记忆中绘制主要解剖结构以及从记忆中解释主要解剖关系。学生的学习风格存在差异。这项研究表明，小组学习和数字网络学习的结合似乎增加了 PT 和 OT 学生对其解剖知识的信心。需要进一步的研究来确定哪种形式的综合教学可以提高学生在人体大体解剖实验室的表现。
