解剖课艺术:见习前医学教育形成性反馈的方法。

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Advances in Physiology Education Pub Date : 2025-03-01 Epub Date: 2025-01-19 DOI:10.1152/advan.00233.2024
Saewon Chun, Cindy Liang, Charity Thomann, Shaimaa N Amin, Christina Trinh, Camila Araujo, Sherif S Hassan
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引用次数: 0

摘要

医学院校在解剖学教学中采用主动学习策略,以适应不同的学生群体。形成性评估和艺术作为一种实践学习方法已经被探索作为传统教学方法的替代品。这些方法允许学生在学习过程中练习和评估他们对解剖学的理解。本研究调查了“解剖艺术”实验课程在提高实习医学生对具有挑战性的解剖主题的理解方面的有效性,并确定差异是否与他们在医学院的年级有关。方法:本研究涉及41名参加“解剖艺术”课程的临床预科医学生。结果显示了治疗前和治疗后的测验成绩,计算了一年级和二年级医学生的差异。结果:研究揭示了课前和课后数据的显著偏差,二年级学生在课前测验成绩上表现出较低的平均值和较小的范围。治疗后的测验分数显示出更高的平均分和中位数分数,但在治疗后则相反。一年级和二年级的学生成绩都有所提高,68%的学生成绩提高了0分、1分、3分或4分,32%的学生成绩提高了2分。结论及未来发展方向:解剖艺术课程能有效支持医学生在实习前学习人体解剖学。该方法提供了形成性反馈,有助于立即回忆解剖学知识。未来的研究应该探索不同的艺术形式,并将课后测验成绩与其他学生的考试成绩(如课程结束、NBME和实践考试成绩)联系起来。
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Art in Anatomy session as a method of formative feedback in preclerkship medical education.

Medical schools were incorporating active learning strategies in anatomy teaching to accommodate diverse student bodies. Formative assessment and art as a hands-on learning method had been explored as alternatives to traditional teaching methods. Those methods allowed students to practice and assess their understanding of anatomy as they progress. The present study investigated the effectiveness of "Art in Anatomy" lab sessions in enhancing preclerkship medical students' comprehension of challenging anatomical topics and determining whether differences were related to their year in medical school. This study involved 41 pre-clinical year medical students at California University of Science and Medicine-School of Medicine (CUSM-SOM) who participated in Art in Anatomy sessions. Results showed presession and postsession quiz scores, with differences calculated for first-year and second-year medical students. The study revealed a significant skew in pre- and postsession data, with Year 2 students showing lower mean and smaller range on presession quiz scores. Postsession quiz scores showed higher mean and median scores but reversed on postsession. Both Year 1 and Year 2 students showed improved scores, with 68% experiencing a score increase of 0, 1, 3, or 4 points and 32% experiencing a 2-point increase. Art in Anatomy sessions could effectively support medical students in learning human anatomy during preclerkship years. The method provided formative feedback, aiding immediate recall of anatomical knowledge. Future research should explore different art forms and correlate postsession quiz scores with other students' exam scores, such as end-of-course, National Board of Medical Examiners (NBME), and practical exam scores.NEW & NOTEWORTHY Art in Anatomy sessions could be incorporated in systems-based curricula as a supplementary learning method with the benefit of providing formative feedback to the learners and the educators.

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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
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