Lazarus L, Sookrajh R, Satyapal K S
Department of Clinical Anatomy, School of Laboratory Medicine and Medical Sciences, College of Health Sciences, University of KwaZulu-Natal, Westville Campus, Durban, South Africa.
Department of Curriculum Studies, School of Education, College of Humanities, University of KwaZulu-Natal, Edgewood Campus, Pinetown, South Africa.
Folia Morphol (Warsz). 2019;78(4):871-878. doi: 10.5603/FM.a2019.0034. Epub 2019 Mar 25.
Reflecting on teaching is commonly cited as a fundamental practice for personal and professional development. Educational research into the scholarship of teaching and learning anatomy includes engaging in discipline specific literature on teaching, reflecting on individual teaching methods and communicating these findings to peers. The aim of this paper was to formally assess the opinions of senior anatomy instructors regarding the state of anatomical knowledge at their respective institutions.
An open-ended questionnaire was devised consisting of eight direct questions seeking opinions on anatomy teaching, knowledge, potential educational developments and general thoughts on the teaching of anatomy to medical students. These were distributed to senior Anatomy Faculty (identified by the author by their affiliation with the Anatomical Society of Southern Africa) based at the eight national medical schools within the country.
A number of key themes emerged. Most senior faculty felt that the standard of medical education at their respective institutions was "good." However, emphasis was also placed on the "quality of teaching" incorporating clinical scenarios. There were also indications that staff are split into those that are keen to do research and those that are happy to provide teaching to medical students as their primary function. Several challenges such as time constraints within the curricula, lack of cadavers to reinforce knowledge and lack of appropriately qualified staff were highlighted. Recommendations included fostering partnerships with both clinicians and medical scientists into the anatomy curriculum thus improving teaching and research.
反思教学通常被认为是个人和职业发展的一项基本实践。关于解剖学教学与学习学术研究的教育调查包括研读特定学科的教学文献、反思个人教学方法并与同行交流这些研究结果。本文的目的是正式评估资深解剖学教师对其所在院校解剖学知识状况的看法。
设计了一份开放式问卷，包含八个直接问题，旨在征求关于解剖学教学、知识、潜在教育发展以及对医学生解剖学教学的总体看法。这些问卷分发给了该国八所国立医学院校的资深解剖学教师（作者根据他们与南非解剖学会的隶属关系确定）。
出现了一些关键主题。大多数资深教师认为他们各自院校的医学教育水平“良好”。然而，重点也放在了融入临床情景的“教学质量”上。也有迹象表明，教师分为热衷于做研究的和乐于以向医学生授课为主要职责的两类。还强调了一些挑战，如课程时间限制（课程表中的时间限制）、缺乏用于强化知识的尸体以及缺乏资质合格的工作人员。建议包括在解剖学课程中与临床医生和医学科学家建立合作关系，从而改进教学与研究。
