本科生导师制的实践与思索——以医学影像技术专业为例     

林小倩  吕发金  郁仁强 《教育教学论坛》2021,(2)

为响应国家加快建设高水平本科教育,全面提高人才培养能力的号召,院系探索实施了三届的本科生导师制教学。本科生导师制是对传统本科教育模式的补充,让师生之间的沟通更为紧密,为培养高素质人才提供了一种新的途径,在大部分本科生中反响较好。但在实施本科生导师制的过程中也遇到了一些问题,文章对本科生导师制教学实践做了总结和思考,分析目前本科生导师制面临的问题,探讨解决的方案,不断完善本科生导师制。  相似文献   

传统儒道思想对当下医学生生命教育的启示     

夏誉轩  郭玉宇 《教育教学论坛》2021,(11):21-24

医学生是未来医学事业的接班人,对医学生进行生命教育具有重要的意义。传统儒道思想源远流长,蕴含着丰富而深刻的生命思想,通过研究传统儒道生命观思想,对当下医学生的生命观教育提出以下启示:天人合一生命观的理念,遵守以仁爱为核心的医师职业道德,以及具备理性主义的生命价值取向。  相似文献   

生物医学工程专业开展人工智能课程建设的问题和实践探索     

黄正行  齐炜  周泓 《教育教学论坛》2021,(12):1-4

健康中国战略的实施与推进,对生物医学工程专业开展人工智能课程建设和人才培养提出了新的要求。分析目前国内高校医学人工智能课程建设中存在的问题,从几个方面提出了提高高校医学人工智能课程教学质量的几点措施。  相似文献   

健康大数据时代下的医学生统计素养培养——“医学统计学”课程思政实践初探     

许茜  刘志臻  俞向梅  蔡晶 《教育教学论坛》2021,(12):57-60

为提升新时代健康大数据的管理和研究水平,适应健康大数据时代对未来医生的新要求,医学生应具备良好的统计素养。在“医学统计学”课程的授课实践中,教师应从统计意识、统计知识、统计能力、统计道德四个方面对医学生统计素养进行引导渗透,发挥课程的育人作用。  相似文献   

Cinematic Rendering in Anatomy: A Crossover Study Comparing a Novel 3D Reconstruction Technique to Conventional Computed Tomography     

Johannes S. Binder  Michael Scholz  Stephan Ellmann  Michael Uder  Robert Grützmann  Georg F. Weber  Christian Krautz 《Anatomical sciences education》2021,14(1):22-31

Integration of medical imaging into preclinical anatomy courses is already underway in many medical schools. However, interpretation of two-dimensional grayscale images is difficult and conventional volume rendering techniques provide only images of limited quality. In this regard, a more photorealistic visualization provided by Cinematic Rendering (CR) may be more suitable for anatomical education. A randomized, two-period crossover study was conducted from July to December 2018, at the University Hospital of Erlangen, Germany to compare CR and conventional computed tomography (CT) imaging for speed and comprehension of anatomy. Sixteen students were randomized into two assessment sequences. During each assessment period, participants had to answer 15 anatomy-related questions that were divided into three categories: parenchymal, musculoskeletal, and vascular anatomy. After a washout period of 14 days, assessments were crossed over to the respective second reconstruction technique. The mean interperiod differences for the time to answer differed significantly between the CR–CT sequence (−204.21 ± 156.0 seconds) and the CT–CR sequence (243.33 ± 113.83 seconds; P < 0.001). Overall time reduction by CR was 65.56%. Cinematic Rendering visualization of musculoskeletal and vascular anatomy was higher rated compared to CT visualization (P < 0.001 and P = 0.003), whereas CT visualization of parenchymal anatomy received a higher scoring than CR visualization (P < 0.001). No carryover effects were observed. A questionnaire revealed that students consider CR to be beneficial for medical education. These results suggest that CR has a potential to enhance knowledge acquisition and transfer from medical imaging data in medical education.  相似文献   

Anatomy as a Model Environment for Acquiring Professional Competencies in Medicine: Experiences at Harvard Medical School     

Katherine G. McDaniel  Taylor Brown  Caitlin C. Radford  Cynthia H. McDermott  Trudy van Houten  Martha E. Katz  Dana A. Stearns  Sabine Hildebrandt 《Anatomical sciences education》2021,14(2):241-251

Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the “first clinical discipline,” with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment.  相似文献   

Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic     

Mitchell L. Thom  Blair A. Kimble  Kelli Qua  Susanne Wish-Baratz 《Anatomical sciences education》2021,14(5):552-561

In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η² = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.  相似文献   

Virtual Dissection: An Interactive Anatomy Learning Tool     

Bruce Wainman  Akanksha Aggarwal  Sapriya K. Birk  Jaskaran S. Gill  Katrina S. Hass  Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798

The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.  相似文献   

Team-Based Ultrasound Objective Structured Practice Examination (OSPE) in the Anatomy Course     

Taylor M. Weiskittel  Nirusha Lachman  Anjali Bhagra  Kylie Andersen  Jeff St. Jeor  Wojciech Pawlina 《Anatomical sciences education》2021,14(3):377-384

The clinical use of ultrasound has dramatically increased, necessitating early ultrasound education and the development of new tools in ultrasound training and assessment. The goal of this study was to devise a novel low-resource examination that tested the anatomical knowledge and technical skill of early undergraduate medical students in a gross anatomy course. The team-based ultrasound objective structured practice examination (OSPE) was created as a method for assessing practical ultrasound competencies, anatomical knowledge, and non-technical skills such as teamwork and professionalism. The examination utilized a rotation of students through four team roles as they scanned different areas of the body. This station-based examination required four models and four instructors, and tested ultrasound skills in the heart, abdominal vessels, abdominal organs, and neck regions. A Likert scale survey assessed student attitudes toward the examination. Survey data from participants (n = 46) were examined along with OSPE examination grades (n = 52). Mean and standard deviations were calculated for examination items and survey responses. Student grades were high in both technical (96.5%). and professional (96.5%) competencies with structure identification scoring the lowest (93.8%). There were no statistical differences between performances in each of the body regions being scanned. The survey showed that students deemed the examination to be fair and effective. In addition, students agreed that the examination motivated them to practice ultrasound. The team-based OSPE was found to be an efficient and student-favored method for evaluating integrated ultrasound competencies, anatomical knowledge, team-work, and professional attributes.  相似文献   

Why is Anatomy Difficult to Learn? The Implications for Undergraduate Medical Curricula     

Chun Chung Cheung  Susan M. Bridges  George L. Tipoe 《Anatomical sciences education》2021,14(6):752-763

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