Department of Neurobiology and Anatomy, University of Texas Medical School, Houston, Texas.
Department of Emergency Medicine, University of Texas Medical School, Houston, Texas.
Anat Sci Educ. 2015 Sep-Oct;8(5):438-44. doi: 10.1002/ase.1497. Epub 2014 Oct 30.
At the University of Texas Houston Medical School, a rotational dissection system was introduced to improve coordination between the Gross Anatomy and the Introduction to Clinical Medicine (ICM) courses. Six students were assigned to each cadaver and divided into two teams. For each laboratory, one team was assigned to dissect and the other to attend ICM or study independently. For the next laboratory, the assignments were reversed. At the start of the session, the team that had dissected previously spent 30 minutes teaching the other team. In 2012, the students were given three traditional practical examinations with 50 questions drawn equally from each laboratory. Students also completed three mid-course evaluations. There were no significant differences in overall performance between the two teams. Nevertheless, we wanted to determine how well individual students identified structures they had dissected compared with those they had not. For dissected structures, the mean percent correct was 80.0 ± 13.0 (mean ± standard deviation), and for undissected structures, it was 78.3 ± 14.1. The difference was small, but statistically significant (P = 0.0007). Although this result validated the concerns expressed by some students, it did not appear that a change in the system was justified. Students were generally enthusiastic about the opportunity to learn clinical skills in the first semester of medical school, and 91-96% of the students agreed that learning anatomy at the same time helped them understand the physical examination exercises in ICM.
在休斯顿大学医学部，引入了轮转解剖系统，以提高大体解剖学和临床医学导论（ICM）课程之间的协调性。每个尸体分配给 6 名学生，并分为两组。对于每个实验室，一组被分配去解剖，另一组去参加 ICM 或自主学习。下一个实验室则相反。在课程开始时，之前进行过解剖的小组会花费 30 分钟向另一组进行教学。在 2012 年，学生们进行了三次传统的实践考试，每个实验室的 50 个问题各占一半。学生们还完成了三次中期评估。两个小组的整体表现没有显著差异。然而，我们想确定每个学生与他们没有解剖过的结构相比，能够更好地识别他们解剖过的结构。对于解剖过的结构，平均正确百分比为 80.0±13.0（平均值±标准差），而对于未解剖过的结构，正确百分比为 78.3±14.1。差异虽小，但具有统计学意义（P=0.0007）。尽管这一结果证实了一些学生的担忧，但似乎没有理由改变系统。学生们普遍对在医学院第一学期有机会学习临床技能感到热情，91-96%的学生同意在同一时间学习解剖学有助于他们理解 ICM 中的体检练习。
