Department of Clinical Science and Services, The Royal Veterinary College, University of London, North Mymms, Hatfield, United Kingdom.
Department of Comparative Biomedical Sciences, The Royal Veterinary College, University of London, London, United Kingdom.
Anat Sci Educ. 2019 Sep;12(5):529-540. doi: 10.1002/ase.1823. Epub 2018 Nov 9.
Development of new methods for anatomy teaching is increasingly important as we look to modernize and supplement traditional teaching methods. In this study, a life-sized equine model, "Geoff," was painted with surface and deep anatomical structures with the aim of improving students' ability to convert theoretical knowledge into improved topographical anatomy knowledge on the live horse. Third and fourth year veterinary medicine students (n = 45) were randomly allocated into experimental (used "Geoff") and control (used textbook) groups. The efficacy of the model was evaluated through a structured oral exam using a live horse. Questionnaires gathered information on student confidence and enjoyment of the task. There was no significant difference in the performance of experimental and control groups either immediately (44±20% vs. 40±21%; P = 0.504) or 9 weeks after the learning intervention (55±17% vs. 55±20%; P = 0.980). There were however specific questions on which the experimental group performed better than controls, and for which gender effects were apparent. The students using "Geoff" showed a transient gain in confidence following the session (Likert scale 2.7 to 3.6) however the initial increase was no longer present at the second test. There was a significant influence of gender on confidence with greater confidence gains in females in the Experimental group. The students found the model to be extremely useful and both groups found the sessions enjoyable. The model will be of benefit as a complementary learning tool for students.
开发新的解剖学教学方法变得越来越重要，因为我们希望使传统教学方法现代化并加以补充。在这项研究中，我们制作了一个真人大小的马模型“Geoff”，并用表面和深层解剖结构对其进行了绘制，目的是提高学生将理论知识转化为对活体马的改进的局部解剖学知识的能力。第三和第四年的兽医学生（n=45）被随机分配到实验组（使用“Geoff”）和对照组（使用教科书）。通过对活体马进行结构化的口试来评估模型的效果。问卷调查收集了学生对任务的信心和兴趣的信息。实验组和对照组在即时（44±20%对 40±21%；P=0.504）或学习干预后 9 周（55±17%对 55±20%；P=0.980）的表现均无显著差异。然而，实验组在某些问题上的表现优于对照组，并且存在明显的性别效应。使用“Geoff”的学生在课后表现出信心的短暂提高（李克特量表从 2.7 增加到 3.6），但在第二次测试时，最初的增加不再存在。性别对信心有显著影响，实验组中的女性信心增加更大。学生们发现该模型非常有用，并且两个组都觉得课程很有趣。该模型将作为学生的补充学习工具而受益。
