医生和学生对医学院人体解剖课程中使用的教学辅助工具的意见,通过问卷进行评估
Jarosław Fugiel1,2, Anna Rohan-Fugiel3, Bartosz Poniewierka4
1Division of Biostructure, Wroclaw University of Health and Sport Sciences, Wrocław, Poland. jaroslaw.fugiel@awf.wroc.pl.
Folia morphologica
|March 21, 2025
概括
人体解剖学教育依赖于实际经验. 医生和学生都发现尸体解剖和解剖学准备最有效的学习,数字工具作为有价值的补充,而不是替代品.
科学领域:
- 医学教育 医学教育
- 人体解剖学 解剖学 解剖学
背景情况:
- 人体解剖学是医学培训的基石,对未来的医学实践至关重要.
- 有效的解剖教育需要足够的资源,包括剖析室和熟练的工作人员.
- 像虚拟桌子这样的新兴数字工具补充了传统方法,但也引发了对其有效性的质疑.
研究的目的:
- 评估各种人体解剖教学资源的感知有效性.
- 收集医生和学生关于传统与数字学习方法的意见.
主要方法:
- 对962名参与者 (127名医生,835名学生) 进行了诊断调查.
- 受访者评估了解剖学准备,尸体解剖和数字应用的有效性.
- 统计分析包括频率计算和千平方测试来比较组.
主要成果:
- 大多数参与者认为解剖学知识对于以后的医学研究和职业生涯至关重要.
- 解剖学准备和尸体解剖被确定为最有效的教学方法.
- 数字解剖应用被视为有用的补充工具,但不能取代动手解剖.
结论:
- 通过尸体解剖和解剖学准备获得的实践技能对医疗专业人员至关重要.
- 数字解剖课程增强了教育,但不能取代解剖室课程提供的实践经验.
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