Does Learning in Clinical Context in Anatomical Sciences Improve Examination Results, Learning Motivation, or Learning Orientation?
Does Learning in Clinical Context in Anatomical Sciences Improve Examination Results, Learning Motivation, or Learning Orientation?
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DOI：
10.1002/ase.1375
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发表时间：
2014-01-01
影响因子：
7.3
通讯作者：
Boeckers, Tobias Maria
中科院分区：
文献类型：
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作者：
Boeckers, Anja;Mayer, Christian;Boeckers, Tobias Maria
临床前必修选修课准备好进入手术室了吗？[in德语]：Fit fur den OP（FOP）]是为二年级的学生实施的，他们同时参加了大体解剖学课程。本研究的目的是确定与对照组相比，在课程的手术背景下解剖学知识的直接实际应用是否会导致学习动机，学习方向和最终考试结果在大体解剖学课程中的任何改善。在五个教学环节的范围内，学生们学习了外科手消毒，消毒技术，以及常用手术器械的识别。此外，学生们还参加了外科同事在尸体上进行的五次手术演示。然后根据客观结构化实践考试对这些基本技能的成功学习进行评估。学习动机和学习取向在这两个亚组确定使用SELLMO-ST动机测试和方法和学习技能清单测试。虽然在对照组中发现了逃避工作的显着增加，但FOP参与者的情况并非如此。同样，在完成课程后，FOP参与者中的深度学习方法有所增加，而表面学习方法有所减少。结果表明，学生参加了大体解剖学课程，谁同时提供了机会，在临床环境中学习，更有可能是成功的保持学习过程中所需的学习动机和学习方向，比学生谁单独参加了大体解剖学课程。Anat Sci Educ. 7：3-11. (c)2013年美国解剖学家协会。
The preclinical compulsory elective course Ready for the Operating Room (OR)!? [in German]: Fit fur den OP (FOP)] was implemented for students in their second year, who were simultaneously enrolled in the gross anatomy course. The objective of the study was to determine whether the direct practical application of anatomical knowledge within the surgical context of the course led to any improvement in learning motivation, learning orientation, and ultimately examination results in the gross anatomy course, as compared with a control group. Within the scope of five teaching sessions, the students learned surgical hand disinfection, suturing techniques, and the identification of commonly used surgical instruments. In addition, the students attended five surgical demonstrations performed by surgical colleagues on cadavers. Successful learning of these basic skills was then assessed based on an Objectively Structured Practical Examination. Learning motivation and learning orientation in both subgroups was determined using the SELLMO-ST motivation test and the Approaches and Study Skills Inventory test. While a significant increase in work avoidance was identified in the control group, this was not the case for FOP participants. Similarly, an increase in the deep approach to learning, as well as a decrease in the surface approach, was able to be documented among the FOP participants following completion of the course. The results suggest that students enrolled in the gross anatomy course, who were simultaneously provided with the opportunity to learn in clinical context, were more likely to be successful at maintaining learning motivation and learning orientation required for the learning process, than students who attended the gross anatomy course alone. Anat Sci Educ. 7: 3-11. (c) 2013 American Association of Anatomists.