Division of Anatomy and Histology, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, University of Stellenbosch, Tygerberg, South Africa.
Anat Sci Educ. 2013 Nov-Dec;6(6):433-9. doi: 10.1002/ase.1365. Epub 2013 Mar 26.
In a study conducted in 2011, the use of full body digital X-ray images (Lodox(®) Statscan(®)) and drawings were described for surface anatomy education during which suggestions were made by students on how to improve the method. Educational innovations should continuously be adjusted and improved to provide the best possible scenario for student learning. This study, therefore, reports on the efficacy of implementing some of these suggestions. Suggestions incorporated into the follow-up study included: (1) The inclusion of eight strategically placed labeled digital X-ray images to the dissection halls, (2) The placement of both labeled and unlabeled digital X-ray images online, (3) The inclusion of informal oral questions on surface anatomy during dissection, (4) The requirement of students to submit individual drawings in addition to group drawings into their portfolios, and (5) Integrating information on how to recognize anatomical structures on X-rays into gross anatomy lectures given prior to dissection. Students were requested to complete an anonymous questionnaire. The results of the drawings, tests and questionnaires were compared to the results from the 2011 cohort. During 2012, an increased usage of the digital X-rays and an increase in practical test marks in three out of the four modules (statistically significant only in the cardiovascular module) were reported. More students from the 2012 cohort believed the images enhanced their experience of learning surface anatomy and that its use should be continued in future. The suggested changes, therefore, had a positive effect on surface anatomy education.
在 2011 年进行的一项研究中，描述了使用全身数字 X 射线图像（Lodox(®) Statscan(®)）和绘图进行表面解剖学教育的方法，并提出了学生对改进该方法的建议。教育创新应不断调整和改进，为学生学习提供最佳方案。因此，本研究报告了实施其中一些建议的效果。纳入后续研究的建议包括：（1）在解剖室中增加 8 张具有战略意义的标记数字 X 射线图像，（2）在线放置标记和未标记的数字 X 射线图像，（3）在解剖过程中纳入有关表面解剖的非正式口头问题，（4）要求学生除了提交小组绘图外，还要单独提交绘图到他们的作品集中，以及（5）将如何在 X 射线中识别解剖结构的信息纳入在解剖前的大体解剖讲座中。学生被要求完成一份匿名问卷。绘图、测试和问卷的结果与 2011 年队列的结果进行了比较。在 2012 年，据报道，数字 X 射线的使用增加了，四个模块中的三个模块（仅在心血管模块中具有统计学意义）的实际测试分数也增加了。更多的 2012 年队列的学生认为这些图像增强了他们学习表面解剖学的体验，应该在未来继续使用。因此，这些变化对表面解剖学教育产生了积极影响。
