Department of Basic Medical Sciences, Faculty of Health Science, Durban University of Technology, P.O. Box 1334, Durban, 4000, Republic of South Africa.
BMC Med Educ. 2019 Sep 3;19(1):329. doi: 10.1186/s12909-019-1777-6.
There is a growing discontent within the health care industry regarding the state of preparedness of graduates to adequately function in a dynamic work environment. It is therefore required of higher education institutions to equip graduates with skills beyond disciplinary expertise, which would allow them to function optimally in work environments. This study presents a team dissection project that incorporates graduate attributes in an undergraduate first-year anatomy course for the medical orthotics and prosthetics program.
Focus group interviews with students (n = 23) were used to demonstrate the achievement of graduate attributes by aligning student perceptions of the dissection project with graduate attributes and indicators thereof.
Students were positive about the effectiveness of the dissection project in enforcing anatomical knowledge; ensuring active engagement with human material; enhancing communication skills and teamwork; and increasing sensitivity towards cultural diversity. These views related largely to those graduate attributes which engage students towards becoming active and reflective learners; creative thinkers; independent and collaborative workers; effective communicators; and culturally and socially aware citizens. Areas of dissatisfaction included challenges with the use of technology for the video preparation; repetition of presentations and large dissection teams.
There is an emerging view that graduate attributes be integrated as early as possible into program curricula so as to become intrinsic in a student's academic and professional development. Through the expansion of a dissection project forming part of a subject taught very early on in a program's curriculum, the integration of graduate attributes and discipline-specific competencies are highlighted.
医疗保健行业对毕业生在动态工作环境中充分发挥作用的准备状态越来越不满。因此，高等教育机构有必要培养毕业生的技能，使其超越学科专业知识，使他们能够在工作环境中最佳地发挥作用。本研究介绍了一个团队解剖项目，该项目将研究生属性纳入医学矫形和假肢课程的本科一年级解剖课程中。
采用焦点小组访谈的方式对学生（n=23）进行了访谈，以通过将学生对解剖项目的看法与研究生属性及其指标相匹配，展示研究生属性的实现情况。
学生对解剖项目在强化解剖知识、确保与人体材料的积极互动、提高沟通技巧和团队合作能力以及提高对文化多样性的敏感性方面的有效性持肯定态度。这些观点主要涉及那些使学生成为积极和反思性学习者、创造性思维者、独立和协作工作者、有效沟通者以及文化和社会意识公民的研究生属性。不满意的领域包括在视频准备中使用技术的挑战、演示的重复以及大的解剖团队。
人们越来越认为，研究生属性应尽早纳入课程，使其成为学生学术和专业发展的内在组成部分。通过在课程的早期阶段开展解剖项目，突出了研究生属性和学科特定能力的整合。
