Kennedy Susan
Psychology Department and Neuroscience Program, Denison University, Granville, OH 43023.
J Undergrad Neurosci Educ. 2013 Oct 15;12(1):A18-22. eCollection 2013.
In addition to being inherently interesting to students, case studies can serve as useful tools to teach neuroanatomy and demonstrate important relationships between brain structure and function. In most undergraduate courses, however, neuroanatomy is presented to students as a "unit" or chapter, much like other topics (e.g., receptors, pharmacology) covered in the course, over a period of a week or two. In this article, a relatively simple model of teaching neuroanatomy is described in which students are actively engaged in the presentation and discussion of case studies throughout the semester, following a general introduction to the structure of the nervous system. In this way, the teaching of neuroanatomy is "distributed" throughout the semester and put into a more user-friendly context for students as additional topics are introduced. Generally, students report enjoying learning brain structure using this method, and commented positively on the class activities associated with learning brain anatomy. Advantages and disadvantages of such a model are presented, as are suggestions for implementing similar models of undergraduate neuroanatomy education.
案例研究除了本身能引起学生的兴趣外，还可以作为教授神经解剖学的有用工具，并展示脑结构与功能之间的重要关系。然而，在大多数本科课程中，神经解剖学像课程中涵盖的其他主题（如受体、药理学）一样，在一两周的时间内作为一个“单元”或章节呈现给学生。在本文中，描述了一种相对简单的教授神经解剖学的模式，即在对神经系统结构进行总体介绍之后，学生在整个学期中积极参与案例研究的展示和讨论。通过这种方式，神经解剖学的教学在整个学期中“分散”进行，并在引入其他主题时为学生营造一个更便于理解的情境。总体而言，学生们表示喜欢用这种方法学习脑结构，并对与学习脑解剖学相关的课堂活动给予了积极评价。本文还介绍了这种模式的优缺点，以及实施类似本科神经解剖学教育模式的建议。
