一个知识分子:基于尸体的指令的力量来教授临床神经解剖学
Laura L Pitts1,2,3, Tricia Majewski-Schrage4, Elizabeth K Schieltz1
1Department of Communication Sciences and Disorders, University of Northern Iowa, Cedar Falls.
American journal of speech-language pathology
|September 14, 2023
概括
基于尸体的神经解剖学指导显著改善了标签准确性和记忆力,与单独讲座相比,通信科学和障碍学生的标签准确性和记忆力. 最佳的学习发生在尸体实验室之前的讲座,提高临床解剖学的理解.
科学领域:
- 神经科学是一个神经科学.
- 医学教育 医学教育
背景情况:
- 尸体检查/解剖增强神经解剖学在医学课程中的获取和保留.
- 基于尸体的指导在相关健康,特别是通信科学和障碍 (CSD) 中的实用性不太清楚.
研究的目的:
- 为了比较基于尸体的实验室教学与传统讲座教学神经解剖学到CSD专业的有效性.
- 评估教学顺序 (实验室第一与讲座第一) 对神经解剖学知识的获取和保留的影响.
主要方法:
- 一个交叉设计被采用54个本科/学士后CSD学生在临床神经科学课程.
- 参与者接受了尸体实验室和讲座培训,并进行了顺序平衡.
- 神经解剖学知识通过在基线,初始训练后和1周后续的标记任务进行评估.
主要成果:
- 这两种教学方法都提高了神经解剖学的知识.
- 基于尸体的教学比讲座 (p < .001) 产生了比讲座更准确和多的解剖学标签.
- 在讲座前接受尸体指导的学生在随访时表现出更高的标签准确性 (p = .022).
结论:
- 对学习神经解剖学的CSD学生来说,基于尸体的教学比讲座更有效.
- 在讲座之前进行尸体演示可以提高结构知识的保留.
- 战略性的教学设计,包括实验室和讲座的顺序,优化了临床解剖学的学习成果.
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