Centre for Orofacial Research and Learning, School of Dentistry, University of Adelaide, Adelaide, Australia 5005.
J Dent Educ. 2011 Oct;75(10):1333-44.
The purpose of this study was to investigate changes in dental students' perceptions of professionalism, knowledge, and emotion over the period of dissection in a human anatomy course. Whether human dissection needs to be a part of the modern dental curriculum is often called into question, particularly with the plethora of electronic and other aids available to support the learning of anatomy. The influence of the dissection process on development of professional attitudes and emotional maturity has been studied in medical students, but how dental students react to this part of their education is less well known. To investigate this question, a survey was administered before and after the dissection course to two sequential year groups of dental students. It was found that these students had high levels of understanding of professional values before commencing dissection and continued to value the role of teamwork in aiding their learning over the survey period. The majority of students coped well with the assimilation of knowledge and developed coping mechanisms to handle the emotional aspects of dissection. The students remained excited by and interested in dissection, and the majority valued it as the most positive aspect of their anatomy course. The students increasingly valued the use of prosected specimens as an aid to learning. This study confirmed that significant changes occur in dental students' attitudes during the period of dissection, which we believe contribute to the development of more empathetic and caring practitioners.
本研究旨在探讨在人体解剖学课程中，学生在解剖过程中对专业精神、知识和情感的认知变化。人体解剖是否需要成为现代牙科课程的一部分经常受到质疑，尤其是有大量的电子和其他辅助手段可用于支持解剖学的学习。解剖过程对医学生专业态度和情感成熟的影响已经在医学生中进行了研究，但牙科学生对此教育部分的反应却知之甚少。为了调查这个问题，我们在解剖课程前后对两个连续的牙科学生年级组进行了问卷调查。结果发现，这些学生在开始解剖之前对专业价值观有很高的理解水平，并在调查期间继续重视团队合作在帮助他们学习中的作用。大多数学生很好地适应了知识的吸收，并发展出应对情感方面的解剖的应对机制。学生们仍然对解剖感到兴奋和感兴趣，并且大多数人认为它是解剖课程中最积极的方面。学生们越来越重视使用解剖标本作为学习的辅助手段。本研究证实，牙科学生的态度在解剖期间发生了重大变化，我们认为这有助于培养更有同理心和关怀精神的从业者。
