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31.
Huixiang Wang Fei Lyu Kapil Sugand Sheungting Wong Yanping Lin Qiugen Wang 《Anatomical sciences education》2019,12(6):655-663
Acetabular fractures are a real challenge for junior doctors as well as experienced orthopedic surgeons. Correct fracture classification is crucial for appreciating the fracture type, surgical planning, and predicting prognosis. Although three-dimensional (3D) tutorial is believed to improve the understanding of the complex anatomy structure, there have been few applications and randomized controlled trials to confirm it in orthopedics. This study aims to develop a 3D interactive software system for teaching acetabular fracture classification and evaluate its efficacy. Participants were randomly but evenly allocated into either the experimental group (who learned the acetabular fracture classification using a 3D software) or the control group (who used a traditional two-dimensional [2D] tutorial). Both groups were then tasked to classify 10 acetabular fractures and complete a five-point Likert scale on their satisfaction of each learning modality. To calculate significance (P < 0.05), independent t-test was used for normally distributed data whereas Mann-Whitney U test for non-normally distributed data. The experimental group significantly outperformed the control group (t (28) = 2.526, P = 0.017) with identifying correct acetabular fracture classification. Moreover, Likert scale score in the experimental group was also significantly higher than in the control group (Z = 2.477, P = 0.013). This 3D classification software has objectively and subjectively showed an advantage over the traditional 2D tutorial, resulting in an improved classification accuracy and higher Likert scale score. The 3D software has the potential to improve both clinical knowledge as well as identifying correct patient management in orthopedics. 相似文献
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Julia Iaconisi Friederike Hasselblatt Benjamin Mayer Michael Schoen Tobias Maria Böckers Anja Böckers 《Anatomical sciences education》2019,12(4):386-398
While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students’ empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students’ empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity. 相似文献
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This paper explores constructions of the ‘new’ university student in the context of UK government policy to widen participation in higher education. New Labour discourse stresses the benefits of widening participation for both individuals and society, although increasing the levels of participation of students from groups who have not traditionally entered university has been accompanied by a discourse of ‘dumbing down’ and lowering standards. The paper draws on an ongoing longitudinal study of undergraduate students in a post–1992 inner‐city university in the UK to examine students' constructions of their experiences and identities in the context of public discourses of the ‘new’ higher education student. Many of the participants in this study would be regarded as ‘non‐traditional’ students, i.e. those students who are the focus of widening participation policy initiatives. As Reay et al. (2002) discovered, for many ‘non‐traditional’ students studying in higher education is characterized by ‘struggle’, something that also emerged as an important theme in this research. The paper examines the ways in which these new student identities both echo the New Labour dream of widening participation and yet continue to reflect and re‐construct classed and other identities and inequalities. 相似文献
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