Department of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand.
Anat Sci Educ. 2018 Jul;11(4):325-335. doi: 10.1002/ase.1758. Epub 2017 Dec 4.
Dissection has long been the accepted method for teaching anatomy to medical students. More recently, some educators have suggested that easier, cheaper, alternative methods are just as effective. But what do the students think? This paper aimed to identify what undergraduate medical students learn, how they cope, and what effects participating in dissection has on them as individuals. A cohort of 267 second year medical students at Otago Medical School were invited to complete three online surveys; before their first dissection laboratory class, after their first musculoskeletal system dissection and following the last semester of studying anatomy. Open-ended questions showcasing the attitudes, beliefs, and opinions on what dissection had taught the medical students over years two and three were analyzed. A general inductive approach was used and common emergent themes were identified. In total, 194 students completed the second, and 108 students completed the third questionnaire. Students commonly conveyed dissection as an appropriate and valuable educational tool, useful for teaching and learning anatomical knowledge and relationships, appreciating the body in three-dimension, teamwork, and how to cope with death/dead bodies. The noted effects of personal growth while participating in dissection were highly varied, but in general, impacted positively on the majority of students. This study shows that at Otago Medical School the students also believe that dissection is not only a useful tool to learn anatomy but also that it fosters teamwork, assists professional development and helps them come to terms with death and dying. Anat Sci Educ 11: 325-335. © 2017 American Association of Anatomists.
解剖一直是医学学生教授解剖学的公认方法。最近，一些教育工作者认为，更简单、更便宜的替代方法同样有效。但是学生们怎么想呢？本文旨在确定本科医学生学习什么、如何应对以及参与解剖对他们个人的影响。奥塔哥医学院的 267 名二年级医学生被邀请完成三次在线调查；在第一次解剖实验室课之前、第一次肌肉骨骼系统解剖之后以及学习解剖的最后一个学期之后。展示学生对解剖学在第二和第三年所教授的内容的态度、信仰和意见的开放式问题进行了分析。使用了一般归纳方法，并确定了常见的主题。共有 194 名学生完成了第二份问卷，108 名学生完成了第三份问卷。学生们普遍认为解剖是一种合适且有价值的教育工具，有助于教授和学习解剖学知识和关系，欣赏三维身体，培养团队合作精神，以及如何应对死亡/尸体。参与解剖时个人成长的影响是多种多样的，但总的来说，对大多数学生产生了积极的影响。这项研究表明，在奥塔哥医学院，学生们还认为解剖不仅是学习解剖学的有用工具，而且还培养团队合作精神，有助于专业发展，并帮助他们接受死亡和垂死。解剖学教育 11：325-335。©2017 年美国解剖学家协会。
