Wang Chien-Wei, Mullen Connor R, Johnson Shepard P, Grant David W, Lisiecki Jeffrey L, Chung Kevin C
From the Section of Plastic Surgery, Department of Surgery, University of Michigan Medical School.
Plast Reconstr Surg. 2022 Oct 1;150(4):909e-912e. doi: 10.1097/PRS.0000000000009563. Epub 2022 Aug 8.
The availability of advanced telecommunication technology and the social restrictions introduced by a global pandemic have compelled the medical community to explore new avenues of surgical education. Although cadaver courses have long been a fundamental method for learning surgical anatomy and improving operative preparedness, the COVID-19 pandemic has made traditional dissections less practical. The need for quality virtual learning experiences motivated the authors to design and assess the feasibility of organizing a live, virtual upper extremity peripheral nerve cadaver dissection course. Three phases were critical when developing the course: preplanning, planning, and execution. The success of the live, virtual cadaver dissection depended not only on a detailed curriculum, but the technological audio-video-internet needs to effectively communicate and interact with the viewers. Virtual learning mitigates the risks of in-person dissection courses during a global pandemic and can be enhanced with interactive media (e.g., illustrations and schematics) to augment learning experiences.
先进电信技术的可用性以及全球大流行带来的社会限制，促使医学界探索外科教育的新途径。尽管尸体解剖课程长期以来一直是学习外科解剖学和提高手术准备水平的基本方法，但新冠疫情使传统解剖操作变得不太可行。对高质量虚拟学习体验的需求促使作者设计并评估组织一场实时虚拟上肢周围神经尸体解剖课程的可行性。在开发该课程时，三个阶段至关重要：预规划、规划和执行。实时虚拟尸体解剖的成功不仅取决于详细的课程设置，还取决于有效与观众沟通和互动所需的技术音频-视频-互联网条件。虚拟学习降低了全球大流行期间面对面解剖课程的风险，并且可以通过交互式媒体（如图解和示意图）加以强化，以增强学习体验。
