解剖学和艺术:学生的观点在解剖学教育中的粘土建模
Janine C Correia1, Karin Baatjes2, Kathryn Smith3
1Division of Clinical Anatomy, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa.
Journal of visual communication in medicine
|April 12, 2025
概括
粘土建模 (CM) 通过提高学生对复杂结构的理解和保留来增强解剖教育. 这种实践型的跨学科方法促进了合作,并整合了艺术和科学技能,以获得更好的学习成果.
科学领域:
- 解剖学教育 解剖学教育
- 医学人文学科 医学人文学科
- 跨学科学习 跨学科学习
背景情况:
- 粘土建模 (CM) 是解剖教育中的新兴补充工具.
- 它提供了一种实际的方法来补充传统的方法,如解剖.
- CM旨在促进学生的参与和对解剖结构的理解.
研究的目的:
- 探索第三年解剖学学生对CM的看法.
- 评估CM对解剖学知识的获取,保留和应用的影响.
- 研究解剖学和视觉艺术学生之间的跨学科合作.
主要方法:
- 定性,解释性/构造主义的研究设计.
- 三年级解剖学学生创造了面部肌肉的粘土模型,由视觉艺术学生指导.
- 使用吉布斯反射周期的反射作业分析了19名学生的反射作业.
主要成果:
- 主题分析揭示了认知/教育效益和协作/跨学科学习.
- 学生报告了增强的解剖学理解,记忆力和元认知意识.
- CM被评为融合科学和艺术,尽管对一些人来说是耗时的.
结论:
- 粘土建模是合科学,艺术和团队合作在解剖教育中的有益方法.
- 这种方法提高了教育和专业发展技能.
- 通过CM进行跨学科合作,改善了解剖学学习和技能整合.
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