Department of Educational Development and Research, Maastricht University, Maastricht, The Netherlands.
BMC Med Educ. 2013 Nov 19;13:152. doi: 10.1186/1472-6920-13-152.
To get insight in how theoretical knowledge is transformed into clinical skills, important information may arise from mapping the development of anatomical knowledge during the undergraduate medical curriculum. If we want to gain a better understanding of teaching and learning in anatomy, it may be pertinent to move beyond the question of how and consider also the what, why and when of anatomy education.
A purposive sample of 78 medical students from the 2nd, 3rd, 4th and 6th year of a PBL curriculum participated in 4 focus groups. Each group came together twice, and all meetings were recorded and transcribed verbatim. Data were analysed with template analysis using a phenomenographical approach.
Five major topics emerged and are described covering the students' perceptions on their anatomy education and anatomical knowledge: 1) motivation to study anatomy, 2) the relevance of anatomical knowledge, 3) assessment of anatomical knowledge, 4) students' (in)security about their anatomical knowledge and 5) the use of anatomical knowledge in clinical practice.
Results indicated that a PBL approach in itself was not enough to ensure adequate learning of anatomy, and support the hypothesis that educational principles like time-on-task and repetition, have a stronger impact on students' perceived and actual anatomical knowledge than the educational approach underpinning a curriculum. For example, students state that repetitive studying of the subject increases retention of knowledge to a greater extent than stricter assessment, and teaching in context enhances motivation and transfer. Innovations in teaching and assessment, like spiral curriculum, teaching in context, teaching for transfer and assessment for learning (rewarding understanding and higher order cognitive skills), are required to improve anatomy education.
为了深入了解理论知识如何转化为临床技能，从映射本科生医学课程中解剖学知识的发展过程中，可能会获得重要信息。如果我们想更好地理解解剖学的教与学，除了考虑如何教授解剖学，还可以考虑教授什么、为什么教授以及何时教授，这可能更为相关。
采用目的性抽样方法，选取了 PBL 课程 2、3、4 和 6 年级的 78 名医学生，共进行了 4 次焦点小组讨论。每个小组进行了两次讨论，所有会议都进行了录音和逐字记录。使用现象学方法的模板分析对数据进行了分析。
出现了五个主要主题，描述了学生对其解剖学教育和解剖学知识的看法：1）学习解剖学的动机，2）解剖学知识的相关性，3）解剖学知识的评估，4）学生对其解剖学知识的（不）安全感，5）在临床实践中使用解剖学知识。
结果表明，PBL 方法本身并不能确保学生充分学习解剖学，这支持了这样一种假设，即教育原则（如任务时间和重复）对学生感知和实际解剖学知识的影响比课程所依据的教育方法更为重要。例如，学生们表示，重复学习这门学科比更严格的评估更能提高知识的保留程度，而情境教学则能提高动机和迁移。需要创新教学和评估方法，如螺旋式课程、情境教学、为迁移而教和为学习而评估（奖励理解和更高阶的认知技能），以改进解剖学教育。
