School of Art History & School of Medicine, University of St. Andrews, 79 North Street, St. Andrews, KY16 9AL, UK.
University of Glasgow, Thomson Building, University Avenue, Glasgow, G12 8QQ, UK.
Adv Exp Med Biol. 2019;1205:79-92. doi: 10.1007/978-3-030-31904-5_6.
This book chapter draws on the arts and humanities to discuss how object-based teaching using historical collections can be re-birthed, re-developed, and implemented in higher education settings for the exploration of challenging topics, including medical ethics, within the context of anatomical sciences. Although the authors have focused on the above discipline, the chapter showcases its versatility and adaptability to other areas including vocational degrees such as medicine, dentistry, and nursing. A model lesson plan has been discussed in detail based on 'objects' related to three separate but strongly linked themes: Women as Academics, Women as Artists, and Women as Portrayed as the Subjects of Dissection in Anatomical Art. This is a novel approach that discusses how the combination of existing collections of rare books, rich in anatomical illustrations, and museum artefacts can be used in a meaningful and structured way to encourage conversations amongst learners while promoting awareness about sensitive topics and increasing confidence in communication. The authors have drawn from personal past experience and the current literature to discuss the above aims and critically explore logistical issues that may be associated with the identification of suitable 'objects'. The authors' ultimate goal is to introduce a concise and easy to adapt 'how to guide' for educationalists who have an interest in the integration of arts and humanities in vocational and science curricula.
本章利用艺术和人文学科探讨了如何重新采用基于对象的教学方法，利用历史藏品在高等教育环境中进行开发和实施，以探索具有挑战性的话题，包括医学伦理，这些话题是在解剖科学的背景下进行的。尽管作者主要关注上述学科，但本章展示了其在其他领域的多功能性和适应性，包括医学、牙科和护理等职业学位。根据与三个独立但紧密相连的主题相关的“对象”，详细讨论了一个模型教案：学术界的女性、艺术家女性以及在解剖艺术中被描绘为解剖对象的女性。这是一种新颖的方法，讨论了如何以有意义和结构化的方式使用现有的稀有书籍收藏、丰富的解剖插图和博物馆文物，鼓励学习者之间的对话，同时提高对敏感话题的认识，并增强沟通信心。作者从个人过去的经验和当前的文献中讨论了上述目标，并批判性地探讨了与确定合适“对象”相关的后勤问题。作者的最终目标是为有兴趣将艺术和人文学科融入职业和科学课程的教育工作者提供一个简洁且易于适应的“指南”。
