Department of Anatomy, National and Kapodestrian University of Athens, School of Health Sciences, Faculty of Medicine, Greece.
Anat Sci Educ. 2012 Nov-Dec;5(6):354-66. doi: 10.1002/ase.1296. Epub 2012 Jun 21.
It has become increasingly apparent that no single method for teaching anatomy is able to provide supremacy over another. In an effort to consolidate and enhance learning, a modernized anatomy curriculum was devised by attempting to take advantage of and maximize the benefits from different teaching methods. Both the more traditional approaches to anatomy teaching, as well as modern, innovative educational programs were embraced in a multimodal system implemented over a decade. In this effort, traditional teaching with lectures and dissection was supplemented with models, imaging, computer-assisted learning, problem-based learning through clinical cases, surface anatomy, clinical correlation lectures, peer teaching and team-based learning. Here, we review current thinking in medical education and present our transition from a passive, didactic, highly detailed anatomy course of the past, to a more interactive, as well as functionally and clinically relevant anatomy curriculum over the course of a decade.
越来越明显的是，没有任何一种单一的教学方法能够优于其他方法。为了巩固和加强学习，我们尝试利用并最大化不同教学方法的优势，设计了一个现代化的解剖学课程。在过去十年中，我们在一个多模式系统中同时采用了更传统的解剖学教学方法和现代创新教育计划。在这一努力中，传统的讲座和解剖学教学辅以模型、影像学、计算机辅助学习、基于临床病例的问题式学习、体表解剖学、临床关联讲座、同伴教学和团队学习。在这里，我们回顾医学教育的现状，并介绍我们从过去被动的、说教式的、高度详细的解剖学课程，向十年来更具互动性、功能相关性和临床相关性的解剖学课程的转变。
