D'Antoni Anthony V, Mtui Estomih P, Loukas Marios, Tubbs R Shane, Zipp Genevieve Pinto, Dunlosky John
Division of Anatomy, Department of Radiology, Weill Cornell Medicine, New York, New York.
Department of Anatomical Sciences, St. George's University School of Medicine, Grenada, West Indies.
Clin Anat. 2019 Jan;32(1):156-163. doi: 10.1002/ca.23298. Epub 2018 Nov 26.
The amount of information that medical students learn is voluminous and those who do not use evidence-based learning strategies may struggle. Research from cognitive and educational psychology provides a blueprint on how best to learn science subjects, including clinical anatomy. Students should aim for high-cognitive learning levels as defined in the SOLO taxonomy. Using a real-world example from a modern clinical anatomy textbook, we describe how to learn information using strategies that have been experimentally validated as effective. Students should avoid highlighting and rereading text because they do not result in robust learning as defined in the SOLO taxonomy. We recommend that students use (1) practice testing, (2) distributed practice, and (3) successive relearning. Practice testing refers to nonsummative assessments that contain questions used to facilitate retrieval (e.g., flashcards and practice questions). Practice questions can be fill-in, short-answer, and multiple-choice types, and students should receive explanatory feedback. Distributed practice, the technique of distributing learning of the same content within a single study session or across sessions, has been found to facilitate long-term retention. Finally, successive relearning combines both practice testing and distributed practice. For this strategy, students use practice questions to continue learning until they can answer all of the practice questions correctly. Students who continuously use practice testing, distributed practice, and successive relearning will become more efficient and effective learners. Our hope is that the real-world clinical anatomy example presented in this article makes it easier for students to implement these evidence-based strategies and ultimately improve their learning. Clin. Anat., 2018. © 2018 The Authors. Clinical Anatomy published by Wiley Periodicals, Inc. on behalf of American Association of Clinical Anatomists.
医学生要学习的信息量极为庞大，那些不采用基于证据的学习策略的学生可能会举步维艰。认知心理学和教育心理学的研究为如何最好地学习科学科目（包括临床解剖学）提供了一个蓝图。学生应追求如SOLO分类法中所定义的高认知学习水平。通过一个现代临床解剖学教科书里的实际例子，我们描述了如何运用经实验验证有效的策略来学习信息。学生应避免划重点和反复阅读文本，因为这不会带来如SOLO分类法所定义的扎实学习效果。我们建议学生采用（1）练习测试，（2）分散练习，以及（3）连续再学习。练习测试是指包含用于促进知识检索的问题的非总结性评估（例如抽认卡和练习题）。练习题可以是填空、简答题和选择题类型，并且学生应得到解释性反馈。分散练习，即在单个学习时段内或跨时段分散学习相同内容的技巧，已被发现有助于长期记忆。最后，连续再学习结合了练习测试和分散练习。对于此策略，学生使用练习题持续学习，直到他们能够正确回答所有练习题。持续使用练习测试、分散练习和连续再学习的学生将成为更高效的学习者。我们希望本文中给出的实际临床解剖学例子能让学生更轻松地实施这些基于证据的策略，并最终提高他们的学习效果。《临床解剖学》，2018年。© 2018作者。《临床解剖学》由威利期刊公司代表美国临床解剖学家协会出版。
