Department of Orthopedics, Trauma and Plastic Surgery, University of Leipzig, Leipzig, Germany.
Institute of Anatomy, University of Leipzig, Leipzig, Germany.
Anat Sci Educ. 2017 Jul;10(4):372-382. doi: 10.1002/ase.1675. Epub 2016 Dec 21.
Integration of anatomy and clinical teaching is a theoretical ideal, yet there is a worldwide paucity of such amalgamation. These teaching models provide support for medical trainees, an important element in Germany where orthopedic intern numbers have declined and anecdotal evidence suggests disinterest in orthopedics. The aim of the study was to develop an integrated anatomy-surgical course for undergraduate medical training, assess the model developed, and explore how medical students perceive orthopedics as a career. The course was to deliver medical anatomy and clinical orthopedic training, focusing on interdisciplinary teaching and learning, vertical integration of clinical knowledge and skills, and professional interaction. Survey evaluation of the course and students' perceptions of orthopedic careers was performed, including Likert-type responses rating variables of interest. A phased-concept program of five courses, each optional and under one-week in duration, was developed parallel to the undergraduate medical program. Delivered by anatomists and surgeons, courses included biomechanics, advanced dissection, surgical approaches, casts and implants, and sports medicine. Course data indicate positive support for course format, stimulation of interest, and high clinical relevance. Students are generally interested in surgery, and identify hierarchy, lawsuits, bureaucracy and physical stress as barriers to orthopedic careers. This novel phased-concept successfully delivers combined anatomy and surgery training in a vertically-integrated format while addressing students' clinical and professional skills. The format facilitates an appreciation of potential career options in orthopedics, while fostering professional skills during medical training. Barriers to careers in orthopedics can now be addressed in future courses. Anat Sci Educ 10: 372-382. © 2016 American Association of Anatomists.
解剖学与临床教学的整合是一种理论上的理想，但在全球范围内，这种整合都非常缺乏。这些教学模式为医学实习生提供了支持，这在德国尤为重要，因为德国的骨科实习生人数有所减少，而且有传闻称人们对骨科不感兴趣。本研究的目的是为医学生本科培训开发一门整合解剖学和外科课程，评估所开发的模型，并探讨医学生如何看待骨科作为一种职业。该课程旨在提供医学解剖学和临床骨科培训，重点是跨学科教学和学习、临床知识和技能的垂直整合以及专业互动。对课程进行了问卷调查评估，以及学生对骨科职业的看法，包括对感兴趣变量的李克特量表反应。根据本科生医学课程的安排，开发了一个为期五周的阶段性概念课程，每门课程都是可选的，持续一周。课程由解剖学家和外科医生教授，包括生物力学、高级解剖、手术入路、石膏和植入物以及运动医学。课程数据表明，学生对课程模式、兴趣激发和高度临床相关性持积极支持态度。学生普遍对手术感兴趣，并认为等级制度、诉讼、官僚主义和身体压力是骨科职业的障碍。这种新颖的阶段性概念成功地以垂直整合的形式提供了解剖学和外科的综合培训，同时解决了学生的临床和专业技能问题。这种模式有助于学生欣赏骨科潜在的职业选择，同时在医学培训期间培养专业技能。现在可以在未来的课程中解决骨科职业的障碍。解剖学教育 10:372-382. © 2016 美国解剖学家协会。
