Clavert Philippe, Bouchaïb J, Duparc F, Kahn J L
Surg Radiol Anat. 2012 Oct;34(8):787-9. doi: 10.1007/s00276-012-0967-2. Epub 2012 Jun 16.
Descriptive human anatomy constitutes one of the main parts of the educational program of the first part of the medical studies. Professors of anatomy have to take into account the exponential evolution of the techniques of morphological and functional exploration of the patients, and the trend to open more and more the contents of the lectures of anatomy to clinical considerations. Basically, teaching requires a series of descriptive and educational media to set up, in front of the student, the studied structures and so to build the human body. More generally, lectures in morphological sciences try to develop three types of knowledge: declarative, procedural, and conditional. Traditionally in France "basic or first" anatomy is taught in amphitheater and in big groups by building each structure or region on a blackboard with colored chalk that allows a relief stake of certain structures and builds in two dimensions a three-dimensional organization. Actually, the blackboard is and stays for us an excellent media of non-verbal expression.
描述性人体解剖学是医学学习第一阶段教育计划的主要组成部分之一。解剖学教授必须考虑到对患者进行形态学和功能探索技术的指数级发展，以及将解剖学讲座内容越来越多地向临床考量开放的趋势。从根本上说，教学需要一系列描述性和教育性媒介，以便在学生面前展示所研究的结构，从而构建人体。更一般地说，形态科学讲座试图培养三种类型的知识：陈述性知识、程序性知识和条件性知识。在法国，传统上“基础或初级”解剖学是在阶梯教室以大班形式授课，通过用彩色粉笔在黑板上构建每个结构或区域，这样可以突出某些结构，并在二维空间中构建三维组织结构。实际上，黑板对我们来说一直是一种出色的非语言表达媒介。
