Faculty of Science and Engineering, Department of Chiropractic, Macquarie University, Sydney, Australia.
Faculty of Science and Engineering, Department of Mathematics and Statistics, Macquarie University, Sydney, Australia.
Anat Sci Educ. 2020 Mar;13(2):182-191. doi: 10.1002/ase.1879. Epub 2019 Apr 19.
Attrition of anatomy knowledge has been an area of concern in health professions curricula. To ensure safe and effective clinical practice, the study of chiropractic requires a good knowledge of musculoskeletal anatomy. In this study, musculoskeletal limb knowledge retention was investigated among students in the 5-year chiropractic program at Macquarie University, Australia. A test of 20 multiple-choice questions, categorized into low-order (LO) and high-order (HO) cognitive ability according to Bloom's Taxonomy, was developed. Students enrolled in the program were invited to participate with 257 of the 387 choosing to participate, (response rate ranging 56%-72% per year level). No attrition of knowledge across the years was observed, instead, a significant increase in knowledge, measured by total LO and HO scores (P < 0.0005), throughout the program. There were significant increases in both low and high cognitive scores which were not uniform, with high-order scores increasing significantly in the last two year levels. The increase of knowledge, may be explained, at least partially, by the vertical and horizontal integrated curriculum. Retrieval of knowledge, especially in clinically applied formats, may have led to an enhanced ability to apply anatomy knowledge and account for the increased scores in the high-order knowledge seen in the later clinical years. Evaluating anatomy knowledge retention at different cognitive levels seems to provide a better assessment and is worth considering in future anatomy educational research.
解剖学知识的损耗一直是健康专业课程关注的一个领域。为了确保安全有效的临床实践，对脊骨神经医学的研究需要很好地了解肌肉骨骼解剖学。在这项研究中，对澳大利亚麦考瑞大学 5 年制脊骨神经医学课程的学生的肢体肌肉骨骼知识保留情况进行了研究。根据布鲁姆的教育目标分类法，设计了一项 20 道多项选择题的测试，分为低阶（LO）和高阶（HO）认知能力。邀请该课程的学生参加，387 名学生中有 257 名选择参加（每年的参与率在 56%-72%之间）。没有观察到知识的损耗，相反，整个课程中知识呈显著增加趋势，通过 LO 和 HO 总分数衡量（P < 0.0005）。无论是低阶还是高阶认知分数都有显著增加，高阶分数在前两年的水平中显著增加。知识的增加，至少部分可以通过垂直和水平综合课程来解释。知识的检索，尤其是以临床应用的形式，可能导致应用解剖学知识的能力增强，这可以解释在后期临床年份中观察到的高阶知识分数的增加。以不同的认知水平评估解剖学知识保留情况似乎提供了更好的评估方法，值得在未来的解剖学教育研究中考虑。
