Life and Health Sciences Research Institute, School of Medicine, University of Minho, Braga, Portugal.
Center for Education Development and Research in Health Professions (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Centre Groningen, Groningen, The Netherlands.
Anat Sci Educ. 2021 Sep;14(5):528-535. doi: 10.1002/ase.2130.
The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0). In this studio, anatomists are web-performers who not only collaborate with other foundational science educators to devise meaningful and interactive content but who also partner with actors, directors, web-designers, computer engineers, information technologists, and visual artists to master online interactions and processes in order to optimize students' engagement and learning. This anatomy studio also offers students opportunities to create their own online content and thus reposition themselves digitally, a step into developing a new competency of stage presence within medical education. So restructured, Anatomy 3.0 will prepare students with the skills to navigate an emergent era of tele and digital medicine as well as help to foreshadow forthcoming changes in medical education.
新冠疫情促使国际医学教育者直面挑战，他们需要调整现有的教育活动，以适应快速发展的数字世界。本文以解剖学教育为切入点，反思并描绘了在这些干扰下，医学教育的过去、现在和未来。受历史解剖剧场（解剖学 1.0）的启发，作者提出用解剖学工作室（解剖学 3.0）取代当前的解剖实验室（解剖学 2.0）。在这个工作室里，解剖学家是网络表演者，他们不仅与其他基础科学教育者合作，设计有意义和互动的内容，还与演员、导演、网页设计师、计算机工程师、信息技术人员和视觉艺术家合作，掌握在线互动和流程，以优化学生的参与和学习。这个解剖工作室还为学生提供了创造自己的在线内容的机会，从而使他们在数字领域重新定位，这是在医学教育中发展新的舞台表现能力的一步。经过这样的重构，解剖学 3.0 将使学生具备在远程和数字医学时代导航的技能，并有助于预测医学教育即将发生的变化。
