Department of Anatomy, Howard University College of Medicine, Washington, the District of Columbia.
Department of Radiology, University of Washington, Seattle, Washington.
Anat Sci Educ. 2018 Mar;11(2):196-206. doi: 10.1002/ase.1710. Epub 2017 Jun 19.
Graduating physicians in all subspecialties have an increased need for competency in radiology, particularly since the use of diagnostic imaging continues to grow. To integrate the teaching of radiology with anatomy during the first year of medical school at Howard University, a novel approach was developed to overcome the limitations of resources including funding, faculty, and curricular time. The resulting program relies on self-study and peer-to-peer interactions to develop proficiency at manipulating free versions of medical image viewer software (using the DICOM standard), identifying normal anatomy in medical images, and applying critical thinking skills to understand common clinical conditions. An effective collaborative relationship between a radiologist and anatomist was necessary to develop and implement the program of anatomic-radiographic instruction which consists of five tiers: (1) initial exposure to anatomy through dissection which provides a foundation of knowledge; (2) study of annotated radiographs from atlases; (3) a radiology quiz open to group discussions; (4) small group study of clinical cases with diagnostic images; and (5) radiographic tests. Students took all quizzes and tests by working from image datasets preloaded on their personal computers, mimicking the approach by which radiologists analyze medical images. In addition to stimulating student support of a new teaching initiative, the strengths of Howard's program are that it can be introduced into an existing preclinical curriculum in almost any medical school with minimal disruption, it requires few additional resources to implement and run, and its design is consistent with the principles of modern education theory. Anat Sci Educ 11: 196-206. © 2017 American Association of Anatomists.
所有医学专业的毕业生都需要提高放射学方面的能力，尤其是在诊断成像技术不断发展的情况下。为了在霍华德大学医学院的第一年将放射学教学与解剖学教学相结合，我们开发了一种新方法，以克服资源（包括资金、师资和课程时间）方面的限制。该方法依赖于自学和同伴互动，以提高使用免费版医学图像查看器软件（使用 DICOM 标准）操作的熟练度，识别医学图像中的正常解剖结构，并运用批判性思维技能理解常见的临床情况。为了开发和实施解剖 - 放射教学计划，需要建立放射科医生和解剖学家之间的有效合作关系，该计划包括五个层次：（1）通过解剖提供基础知识；（2）学习解剖图谱中的注释放射照片；（3）开放小组讨论的放射学测验；（4）使用带诊断图像的临床病例进行小组学习；（5）放射学测试。学生通过使用预先加载到他们个人计算机上的图像数据集来参加所有测验和考试，这模拟了放射科医生分析医学图像的方法。除了激发学生对新教学计划的支持外，霍华德大学课程的优势还在于，它可以几乎不影响现有的基础医学课程，只需很少的额外资源即可实施和运行，并且其设计符合现代教育理论的原则。解剖学教育 11: 196-206。© 2017 美国解剖学家协会。
