Travill A A
Med Educ. 1977 Nov;11(6):377-9. doi: 10.1111/j.1365-2923.1977.tb00635.x.
In an attempt to optimize medical students' enthusiasm to learn, rather than to be taught, 'The anatomical basis of clinical medicine: An anatomy learning programme' has been introduced into an evolving medical school curriculum. Initially, educational concepts were identified, the aims and goals clarified, then the learning process and its evaluation techniques were introduced. The programme encompasses the use of a specifically designed course guide, a weekly 35 mm topographic slide presentation, prosection by senior students and then peer-directed group tutorials under the guidance of teachers. Surgical and radiological teaching colleagues cooperate in reinforcing student understanding of the relevance of anatomical concepts and data to clinical medicine. Students are encouraged to dissect personally, use the departmental museum as a learning centre, and at any time take advantage of freely available audio-visual aids. Tutorial situations are used by the students for self-evaluation, while promotional evaluation (an honours-pass-fail system) is based on the tutors' assessments, two 'on demand' multiple choice, two laboratory identification and a final oral examination.
为了激发医学生主动学习而非被动接受知识的热情，一所不断发展的医学院校将“临床医学的解剖学基础：解剖学学习计划”纳入其课程体系。首先，明确教育理念，厘清目标，然后引入学习过程及其评估方法。该计划包括使用专门设计的课程指南、每周一次的35毫米地形幻灯片展示、高年级学生进行的局部解剖，随后是在教师指导下由同学主导的小组辅导。外科和放射学教学同事共同协作，强化学生对解剖学概念和数据与临床医学相关性的理解。鼓励学生亲自解剖，将系里的博物馆用作学习中心，并随时利用免费提供的视听教具。学生利用辅导环节进行自我评估，而促进性评估（优、及格、不及格体系）则基于教师的评估、两份“按需”多项选择题、两份实验室识别测试以及一次期末考试口试。
