Division of Critical Care, Department of Anesthesia, Stanford University, Stanford, California.
Pritzker School of Medicine, The University of Chicago, Chicago, Illinois.
Anat Sci Educ. 2018 Jan;11(1):25-31. doi: 10.1002/ase.1709. Epub 2017 Jun 13.
Recently, faculty at Pritzker School of Medicine, The University of Chicago, have made efforts to improve the depth of radiological anatomy knowledge that students have, but no insights exist as to student and resident opinions of how clinically helpful deep anatomical understanding is. A single-institution survey of second- and fourth-year medical students and postgraduate year 1-4 residents from 11 specialties, composed of five-point Likert questions, sample examination questions, and narrative response questions, was distributed in 2015. One hundred seventy-seven of the 466 potential respondents replied (71 residents and 106 students), response rate 38.0%. No nonresponse bias was present in two separate analyses. Respondents generally favored a superficial "identification" question as more relevant to clinical practice, which was positively associated with increasing clinical experience ρ = 0.357, P < 0.001 by point-biserial correlation. Students and residents most commonly used self-directed methods to learn medical imaging during their medical anatomy courses (72.6 and 57.7%, respectively). Small group education was least commonly used by students and residents (45.3 and 39.4%, respectively), but most commonly recommended (62.3 and 69%, respectively). A total of 56.6 and 64.8% of students and residents, respectively, reported that having multiple learning methods was "quite" or "extremely" important. Respondents with more clinical experience were more likely to report that a superficial identification question was more clinically relevant than a question testing deeper radiological anatomy knowledge. Small group learning was preferred among students and residents but was the least commonly employed method of instruction. Both findings contrast starkly with current radiological anatomy instructional understanding and practices. Anat Sci Educ 11: 25-31. © 2017 American Association of Anatomists.
最近，芝加哥大学普利兹克医学院的教师们努力提高学生对放射解剖学知识的理解深度，但对于学生和住院医师对深入解剖学理解在临床实践中有多大帮助的看法，尚无任何见解。2015 年，对来自 11 个专业的二年级和四年级医学生以及住院医师 1-4 年级的学员进行了一项单机构调查，调查采用五点李克特量表问题、样本考试问题和叙述性回答问题。在 466 名潜在受访者中，有 177 名（71 名住院医师和 106 名学生）做出了回应，回应率为 38.0%。在两项单独的分析中均未发现非响应偏差。受访者普遍赞成更具临床相关性的“识别”浅层问题，这与临床经验的增加呈正相关（ρ=0.357，P<0.001，点二项相关）。学生和住院医师在医学解剖课程中最常使用自主学习方法学习医学影像学（分别为 72.6%和 57.7%）。小组教育是学生和住院医师最不常使用的教学方法（分别为 45.3%和 39.4%），但也是最常被推荐的方法（分别为 62.3%和 69%）。分别有 56.6%和 64.8%的学生和住院医师报告说，使用多种学习方法“相当”或“非常”重要。临床经验较多的受访者更有可能报告说，浅层识别问题比测试深层放射解剖学知识的问题更具临床相关性。小组学习在学生和住院医师中更受欢迎，但却是最不常用的教学方法。这两个发现与当前的放射解剖学教学理解和实践形成了鲜明的对比。解剖科学教育 11：25-31。©2017 年美国解剖学家协会。
