Department of Anatomy, Cell Biology & Physiology, Indiana University School of Medicine, Indianapolis, Indiana, USA.
Department of Cell Biology & Anatomy, Louisiana State University Health Sciences Center, New Orleans, Louisiana, USA.
Anat Sci Educ. 2023 Nov-Dec;16(6):1102-1117. doi: 10.1002/ase.2302. Epub 2023 May 29.
Gross anatomy education utilizing body donors and human specimens assists the acquisition of non-traditional, discipline-independent skills (NTDIS) such as teamwork, communication, and leadership. Alterations to anatomy curricula, such as those resulting from the COVID-19 pandemic, likely impact NTDIS acquisition, yet how this manifests is unclear. This study, therefore, explored anatomy educator perspectives on NTDIS acquisition as a response to changes in teaching delivery. Gross anatomy educators across different countries were recruited and took part in one-on-one, semi-structured interviews that were audio recorded and transcribed. Data were analyzed using the framework method. Basic statistical analyses were performed on demographic and categorical data. Fifteen educators from five continents were interviewed (average length 32.5 min, range 17-51 min). Educator experience ranged from 0-4 years (n = 3) to 20+ years (n = 7). Most taught using dissection (n = 14) with prosection use (n = 13) also common. Themes relating to NTDIS included expected content (respect for donors, teamwork, communication skills, humanistic values), assessable content, assessment challenges, and impact of curriculum changes; NTDIS unique to anatomy education included cultural, ethical, and social considerations around dead bodies, including boundaries, and social norms. Informed by curriculum alterations during the COVID-19 pandemic, this first empirical study of anatomy educator perspectives on NTDIS highlights the potentially adverse educational impacts of decreased interaction with body donors and human specimens on NTDIS acquisition and difficulties with NTDIS assessment. Findings support gross anatomy education as unique in providing NTDIS that cannot easily be replicated elsewhere. Recommendations around NTDIS-specific educator competencies and promoting NTDIS are provided.
大体解剖学教育利用尸体捐献者和人体标本有助于获得非传统的、学科独立的技能（NTDIS），如团队合作、沟通和领导力。解剖学课程的改变，如 COVID-19 大流行带来的改变，可能会影响 NTDIS 的获得，但具体表现形式尚不清楚。因此，本研究探讨了解剖学教育者对 NTDIS 获得的看法，作为对教学方式改变的回应。我们招募了来自不同国家的大体解剖学教育者，并让他们参加一对一的半结构化访谈，访谈内容被录音并转录。使用框架方法对数据进行分析。对人口统计学和分类数据进行了基本的统计分析。我们采访了来自五大洲的 15 名教育者（平均长度 32.5 分钟，范围 17-51 分钟）。教育者的经验从 0-4 年（n=3）到 20 年以上（n=7）不等。大多数人使用解剖（n=14），也经常使用prosection（n=13）。与 NTDIS 相关的主题包括预期内容（尊重捐献者、团队合作、沟通技巧、人文价值观）、可评估内容、评估挑战以及课程变化的影响；解剖学教育中独特的 NTDIS 包括围绕尸体的文化、伦理和社会考虑因素，包括界限和社会规范。受 COVID-19 大流行期间课程改变的启发，这是第一项关于解剖学教育者对 NTDIS 看法的实证研究，强调了与尸体捐献者和人体标本的互动减少对 NTDIS 获得的潜在不利教育影响，以及 NTDIS 评估的困难。研究结果支持大体解剖学教育在提供难以在其他地方复制的 NTDIS 方面的独特性。还提供了关于 NTDIS 特定教育者能力和促进 NTDIS 的建议。
