Beresford W A
Department of Anatomy, School of Medicine, West Virginia University, Morgantown 26506-9128, USA.
Clin Anat. 1996;9(4):273-6. doi: 10.1002/(SICI)1098-2353(1996)9:4<273::AID-CA11>3.0.CO;2-O.
Pre-clinical medical students are often unconvinced that the basic sciences are clinically valuable. Also, they are hesitant about formulating ideas on their own from non-textbook sources. First-year medical students taking histology or neurobiology were persuaded to consult articles from the current biomedical literature. I set brief short-answer and labeled-sketch questions well before the course theoretical examinations, where the answers counted toward the score. The answers could only be found by reading in articles made available in the laboratory. The articles were chosen to display basic-science knowledge in action in clinical contexts. The questions offer an additional curriculum that can be steered toward, for example, concerns of family practice, mechanisms of common diseases, and topics of fast-increasing clinical importance.
临床前医学生常常不相信基础科学具有临床价值。此外，他们也不愿从非教科书来源自行形成观点。选修组织学或神经生物学的一年级医学生被说服去查阅当前生物医学文献中的文章。我在课程理论考试前很久就设置了简短的简答题和带标注的草图问题，答案会计入成绩。答案只能通过阅读实验室提供的文章找到。这些文章旨在展示基础科学知识在临床环境中的实际应用。这些问题提供了一个额外的课程内容，可以针对例如家庭医疗问题、常见疾病机制以及临床重要性迅速增加的主题等进行引导。
