해부실습: 가이드가 적고 자기주도적인 학습 vs 엄격한 가이드와 스테이션 기반 학습의 비교 (Anat Sci Educ, 2012)

해부실습: 가이드가 적고 자기주도적인 학습 vs 엄격한 가이드와 스테이션 기반 학습의 비교 (Anat Sci Educ, 2012)

Loosely-guided, self-directed learning versus strictly-guided, station-based learning in gross anatomy laboratory sessions.

Kooloos JG , de Waal Malefijt MC, Ruiter DJ, Vorstenbosch MA.

연구질문

(1) do strictly-­guided gross anatomy laboratory sessions lead to higher learning gains than loosely­-guided experiences? and 

(2) are there differences in the recall of anatomical knowledge between students who undergo the two types of laboratory sessions after weeks and months? "

연구방법

The design was a randomized controlled trial.

해부학 지식은 12개 구조물의 이름을 실습 직후, 1주 후, 5주 후, 8달 후에 걸쳐 측정함으로써 진행되었다.

The recall of anatomical knowledge was measured by written reproduction of 12 anatomical names at four points in time: immediately after the laboratory experience, then one week, five weeks, and eight months later. "

SGG가 LGG보다 네 차례 모두에서 더 높은 점수를 받았다.

The strictly-­guided group scored higher than the loosely-­guided group at all time ­points. Repeated ANOVA showed no interaction between the results of the two types of laboratory sessions (P = 0.121) and a significant between-­subject effect (P ≤ 0.001). Therefore, levels of anatomical knowledge retrieved were significantly higher for the strictly-­guided group than for the loosely-­guided group at all times"

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Anat Sci Educ. 2012 Nov-Dec;5(6):340-6. doi: 10.1002/ase.1293. Epub 2012 May 31.

Loosely-guided, self-directed learning versus strictly-guided, station-based learning in gross anatomy laboratorysessions.

Kooloos JG1, de Waal Malefijt MC, Ruiter DJ, Vorstenbosch MA.

Author information

• 1Department of Anatomy, Radboud University Nijmegen Medical Centre, The Netherlands. j.kooloos@anat.umcn.nl

Abstract

Anatomy students studying dissected anatomical specimens were subjected to either a loosely-guided, self-directed learning environment or a strictly-guided, preformatted gross anatomy laboratory session. The current study's guiding questions were: (1) do strictly-guided gross anatomylaboratory sessions lead to higher learning gains than loosely-guided experiences? and (2) are there differences in the recall of anatomical knowledge between students who undergo the two types of laboratory sessions after weeks and months? The design was a randomized controlled trial. The participants were 360 second-year medical students attending a gross anatomy laboratory course on the anatomy of the hand. Half of the students, the experimental group, were subjected without prior warning to station-based laboratory sessions; the other half, the control group, to loosely-guidedlaboratory sessions, which was the course's prevailing educational method at the time. The recall of anatomical knowledge was measured by written reproduction of 12 anatomical names at four points in time: immediately after the laboratory experience, then one week, five weeks, and eight months later. The strictly-guided group scored higher than the loosely-guided group at all time-points. Repeated ANOVA showed no interaction between the results of the two types of laboratory sessions (P = 0.121) and a significant between-subject effect (P ≤ 0.001). Therefore, levels of anatomical knowledge retrieved were significantly higher for the strictly-guided group than for the loosely-guided group at all times. It was concluded that gross anatomy laboratory sessions with strict instructions resulted in the recall of a larger amount of anatomical knowledge, even after eight months.

Copyright © 2012 American Association of Anatomists.

PMID:

 

22653816

 

[PubMed - indexed for MEDLINE]