Kumar Pananghat Achutha, Jothi Ramakrishnan, Mathivanan Dharmalingam
Department of Anatomy, PSG Institute of Medical Sciences and Research, Coimbatore, Tamil Nadu, India.
Educ Health (Abingdon). 2016 May-Aug;29(2):152-5. doi: 10.4103/1357-6283.188778.
A contemporary anatomy curriculum that aims to be clinically relevant requires medical students to be introduced to radiological anatomy in the preclinical years. Ideally, the curriculum should also support self-directed learning, a habit best instilled early. Based on these educational requirements, we designed an interesting and clinically-meaningful program of self-learning modules in radiological anatomy to augment students' learning of gross anatomy. The program is guided by current theories of learning, which emphasize an individualized learning pace for students.
This program uses enlarged computerized tomography (CT) scan images and associated resource materials. Scans are posted on the first day of the week in a public area for students to review on their own time. On the second day penciled outlines of important structures are provided to help students identify structures, and students are encouraged to discuss the images with faculty. On the last day of the week the identity of the structures are revealed to students.
An open-ended questionnaire used to evaluate the program revealed that 95.5% of students used the program and a great majority recommended the program should be continued for future students.
The present program enhances learning of gross anatomical relations through having students use visual clues in logically interpreting unlabeled CT scans in an organized and sequential way. The program promotes self-directed learning. In addition to its use with preclinical students, the modules might also help students in the clinical phase of the curriculum bolster their knowledge of spatial anatomy.
旨在与临床相关的当代解剖学课程要求在临床前阶段向医学生介绍放射解剖学。理想情况下，该课程还应支持自主学习，这一习惯最好尽早养成。基于这些教育要求，我们设计了一个有趣且具有临床意义的放射解剖学自主学习模块计划，以增强学生对大体解剖学的学习。该计划以当前的学习理论为指导，这些理论强调学生的个性化学习节奏。
本计划使用放大的计算机断层扫描（CT）图像及相关参考资料。扫描图像在每周第一天发布在公共区域，供学生在自己的时间查看。第二天提供重要结构的铅笔轮廓，以帮助学生识别结构，并鼓励学生与教员讨论图像。在一周的最后一天向学生揭示结构的名称。
用于评估该计划的开放式问卷调查显示，95.5%的学生使用了该计划，绝大多数学生建议该计划应继续面向未来的学生。
本计划通过让学生以有组织、按顺序的方式利用视觉线索逻辑解读未标注的CT扫描，增强了对大体解剖关系的学习。该计划促进了自主学习。除了用于临床前学生外，这些模块还可能有助于课程临床阶段的学生巩固其空间解剖学知识。
