Harvard Medical School, Harvard University, Boston, Massachusetts.
Department of Cell Biology, Harvard Medical School, Harvard University, Boston, Massachusetts.
Anat Sci Educ. 2021 Mar;14(2):241-251. doi: 10.1002/ase.2000. Epub 2020 Aug 7.
Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the "first clinical discipline," with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment.
解剖学教育为学生提供了学习人体结构和功能的机会，培养了团队合作、人际交往能力、自我意识等专业能力，并促使他们反思和实践医学伦理。在整合课程中，解剖学课程比传统课程更短，这为实现这一广泛潜力带来了挑战。这种新现实，加上学生对医学教育压力越来越大的担忧，促使哈佛医学院努力在解剖学中实施切实可行的步骤，以创造一个最佳的学习环境。这些步骤基于道德解剖学教育的核心要素和创伤知情护理原则。在这里，解剖学被视为“第一临床学科”，解剖学教育者、医学生和遗体捐献者/患者之间存在着相互关系。实施这项工作的基本前提是得到医学院领导层的支持、参与学生和教师之间的开放合作关系、教师协调以及同伴教学。具体干预措施包括在课程开始前对教师进行课程理念方面的培训，并邀请学生分享他们对解剖学的想法。学生的反馈被整合到课程介绍中，同时还包括预解剖实验室访问、入门指南以及关于解剖学史和伦理学的模块。在课程中，安排了团队建设活动，并鼓励学生进行自我反思，例如通过书面练习和选修生命体绘画。学生对干预措施的总体反应是积极的，但需要进一步评估。这是在解剖学中系统实施最佳学习环境的首次尝试，确定了需要调整的领域。
