Dissabandara Lakal O, Nirthanan Selvanayagam N, Khoo Tien K, Tedman Raymond
School of Medicine, Griffith University, Gold Coast, Australia.
School of Medicine, Griffith University, Gold Coast, Australia. ; School of Medical Science, Griffith University, Gold Coast, Australia.
Anat Cell Biol. 2015 Sep;48(3):205-12. doi: 10.5115/acb.2015.48.3.205. Epub 2015 Sep 22.
The shift from traditional medical curricula to newer teaching and learning approaches such as problem-based learning has often resulted in omission or significant reduction of cadaveric dissections as a method of learning anatomy. The objective of this study was to evaluate students' perception of dissection in a graduate-entry, problem-based learning-based medical curriculum. At the end of the musculoskeletal dissection program in second year, a Likert-type questionnaire was used to explore medical student perceptions of the perceived advantages and challenges of cadaveric dissections in comparison with other anatomy teaching methods. Overall, a majority of students had a positive perception of dissections. Students who attended dissections regularly had significantly more positive perceptions about their experience and were in agreement with statements such as "dissections make learning more interesting" and "I would be disadvantaged if I did not attend dissection classes." Non-regular attendance was associated with statements about dissections such as "I do not like the smell," "time consuming," and "bored with the way it is carried-out." A follow-up study after completion of the medical program revealed a significant improvement of positive perception about dissection. Student perceptions appear to favour a role for cadaveric dissection in learning anatomy in modern medical curricula. However, optimal and effective integration of dissections is important, with consideration given to its structure and extent of content weighed against logistics and availability of resources; while addressing negative perceptions of dissection-based teaching.
从传统医学课程向诸如基于问题的学习等更新的教学方法转变，常常导致尸体解剖作为解剖学学习方法被遗漏或大幅减少。本研究的目的是评估学生对以问题为基础的研究生入学医学课程中解剖的看法。在第二年的肌肉骨骼解剖课程结束时，使用李克特式问卷来探究医学生对尸体解剖相对于其他解剖学教学方法的感知优势和挑战的看法。总体而言，大多数学生对解剖有积极的看法。经常参加解剖的学生对他们的经历有明显更积极的看法，并且认同诸如“解剖使学习更有趣”和“如果我不参加解剖课，我会处于劣势”等说法。不经常参加解剖与诸如“我不喜欢气味”、“耗时”和“对解剖的实施方式感到厌烦”等关于解剖的说法相关。医学课程完成后的一项后续研究显示，对解剖的积极看法有显著改善。学生的看法似乎支持尸体解剖在现代医学课程的解剖学学习中发挥作用。然而，解剖的最佳和有效整合很重要，要考虑其结构和内容范围与后勤和资源可用性的权衡；同时解决对基于解剖的教学的负面看法。
