Rae Guenevere, Cork R John, Karpinski Aryn C, Swartz William J
Department of Cell Biology and Anatomy, School of Medicine, Louisiana State University Health Sciences Center, New Orleans, Louisiana.
School of Foundations, Leadership, and Administration, Kent State University, Kent, Ohio.
Anat Sci Educ. 2016 Nov;9(6):565-574. doi: 10.1002/ase.1611. Epub 2016 Apr 20.
The purpose of this study was to design a one-hour brain dissection protocol for a medical neuroscience course and evaluate the short and long-term effects of its implementation on medical students. First-year medical students (n = 166) participated in a brain dissection activity that included dissection of the basal nuclei and associated deep brain structures. Short-term retention was assessed by administering identical pre- and post-activity tests involving identification of brain structures. Following the brain dissection, the students' posttest scores were significantly higher (68.8% ± 17.8%; mean percent score ± SD) than their pretest scores (35.8% ± 20.0%) (P ≤ 0.0001). Long-term retention was evaluated by conducting an identical assessment five months after completion of the course. Students who participated in the dissection activity (n = 80) had significantly higher scores (46.6% ± 23.8%) than the students who did not participate in the dissection activity (n = 85) (38.1% ± 23.9%) (P ≤ 0.05). In addition to the long-term retention assessment, the NBME Subject Examination scores of students who participated in the dissection activity were significantly higher than the students who did not participate in the dissection activity (P ≤ 0.01). Results suggest that this succinct brain dissection activity may be a practical addition to an undergraduate medical neuroscience course for increasing the effectiveness of neuroanatomy training. This effect may have long-term benefits on knowledge retention and may be correlated with higher performance levels on standardized subject examinations. Anat Sci Educ 9: 565-574. © 2016 American Association of Anatomists.
本研究的目的是为医学神经科学课程设计一个为时一小时的脑解剖方案，并评估其实施对医学生的短期和长期影响。一年级医学生（n = 166）参与了一项脑解剖活动，该活动包括基底核及相关深部脑结构的解剖。通过进行涉及脑结构识别的相同的活动前和活动后测试来评估短期记忆。脑解剖后，学生的后测分数（68.8%±17.8%；平均百分比分数±标准差）显著高于前测分数（35.8%±20.0%）（P≤0.0001）。通过在课程结束五个月后进行相同的评估来评估长期记忆。参与解剖活动的学生（n = 80）的分数（46.6%±23.8%）显著高于未参与解剖活动的学生（n = 85）（38.1%±23.9%）（P≤0.05）。除了长期记忆评估外，参与解剖活动的学生的美国国家医学考试委员会（NBME）科目考试成绩显著高于未参与解剖活动的学生（P≤0.01）。结果表明，这种简洁的脑解剖活动可能是本科医学神经科学课程的一项切实补充，可提高神经解剖学培训的效果。这种效果可能对知识保留有长期益处，并且可能与标准化科目考试的更高成绩水平相关。《解剖科学教育》9：565 - 574。©2016美国解剖学家协会。
