Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom.
Health Professions Education Unit, Hull York Medical School, University of York, York, United Kingdom.
Anat Sci Educ. 2019 Sep;12(5):494-506. doi: 10.1002/ase.1826. Epub 2018 Nov 8.
"What do students studying medicine need to know" is an important question for curriculum planners, anatomy educators and students. The Core Regional Anatomy Syllabus (CRAS), published by the Anatomical Society in 2016, contains 156 learning outcomes (LOs) and has informed "what needs to be known." This project explored how CRAS had impacted undergraduate anatomy and anatomists in the United Kingdom. A cross-sectional study was designed in two phases. Phase 1, involved a survey of students in clinical years (N = 164). Phase 2 included a survey of anatomist's views (n = 50) and focus groups of anatomy educators (N = 16). The students' perspective showed that specific regions of CRAS are deemed less relevant. These were also the body areas where students perceived their anatomical knowledge to be more deficient. Only 46% (n = 75) of students estimated that they knew over 50% (n = 78) of the LOs. Phase two revealed that all anatomists were aware of the syllabus and 48% (n = 24) had checked the CRAS against their own institutional LOs. Anatomists had shared CRAS with colleagues 64% (n = 32) and students at 34% (n = 17), respectively. Forty-six percent (n = 23) of anatomists reported having changed their teaching in some way because of CRAS. The focus groups generated four key themes: "support for CRAS," "standardization and validation," "professional identity," and "limitations and leverage." Overall CRAS has been well received and is establishing itself within the anatomical community as the new standard for anatomy teaching for medical students.
“医学生需要知道什么”是课程规划者、解剖教育者和学生的重要问题。2016 年解剖学会发布的核心区域解剖大纲（CRAS）包含 156 个学习成果（LOs），并告知“需要知道什么”。该项目探讨了 CRAS 如何影响英国的本科生解剖学和解剖学家。这项研究采用了横断面研究设计，分为两个阶段。第一阶段涉及临床年级学生（N=164）的调查。第二阶段包括对解剖学家观点（n=50）和解剖教育者焦点小组（n=16）的调查。学生的观点表明，CRAS 的某些区域被认为不太相关。这些也是学生认为自己的解剖知识更欠缺的身体区域。只有 46%（n=75）的学生估计他们知道超过 50%（n=78）的 LOs。第二阶段显示，所有解剖学家都知道教学大纲，48%（n=24）的解剖学家已经将 CRAS 与自己机构的 LO 进行了核对。解剖学家分别向同事（n=32）和学生（n=17）分享了 64%（n=32）和 34%（n=17）的 CRAS。46%（n=23）的解剖学家报告说，由于 CRAS，他们已经以某种方式改变了教学。焦点小组生成了四个关键主题：“支持 CRAS”、“标准化和验证”、“专业身份”和“限制和利用”。总体而言，CRAS 受到了很好的欢迎，并在解剖学界确立了自己作为医学生解剖教学新标准的地位。
