Fisher L J, Davis W K, Hitch E J, Barr P A
Med Educ. 1980 Mar;14(2):119-23. doi: 10.1111/j.1365-2923.1980.tb02623.x.
Neuroanatomical laboratory material was presented to first-year medical students in a series of six self-instructional stations. Each station was designed to emphasize one major objective and to be completed without reference to any other station. Upon completion of a station the students filled out a response questionnaire. Five weeks later, short examinations testing both station content and application of the neuroanatomical principles were administered to volunteers from the class. Student response to this teaching format was highly favourable for all areas questioned. Results of the tests indicated a mastery of station material as defined by the objectives and an ability to use the material in applied problems. The laboratory station concept is economical of both student and instructor time and allows flexibility in the design of neuroanatomical laboratory experiences.
神经解剖学实验室材料通过六个自学站系列呈现给一年级医学生。每个站都旨在强调一个主要目标，并且无需参考任何其他站即可完成。完成一个站后，学生填写一份反应问卷。五周后，对该班级的志愿者进行了简短考试，测试站内容和神经解剖学原理的应用。学生对这种教学形式的反应在所有被询问的方面都非常积极。测试结果表明，学生掌握了目标所定义的站材料，并且能够在应用问题中使用这些材料。实验室站的概念节省了学生和教师的时间，并且在神经解剖学实验室体验的设计上具有灵活性。
