특별히 설계된 임무를 활용하여 카데바(cadaver) 해부의 흥미 높이기

(출처 : http://www.wisconsinhistory.org/whi/fullimage.asp?id=8538)

카데바 해부는 해부학 교육의 가장 핵심적인 부분임에도, 

학생들은 그 과정을 흥미없어하거나 스트레스를 받곤 한다. 

더 흥미로운 실습 시간을 만들기 위해서 특별이 설계된 임무(specially designed task)를 학생에게 주었다. 

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Anat Sci Educ. 2012 Mar-Apr;5(2):76-82. doi: 10.1002/ase.1251. Epub 2011 Dec 5.

The use of specially designed tasks to enhance student interest in the cadaver dissection laboratory.

Kang SH, Shin JS, Hwang YI.

Source

Division of Medical Education, Seoul National University College of Medicine, Seoul, Republic of Korea.

Abstract

Cadaver dissection is a key component of anatomy education. Unfortunately, students sometimes regard the process of dissection as uninteresting or stressful. To make laboratory time more interesting and to encourage discussion and collaborative learning among medical students, specially designed tasks were assigned to students throughout dissection. Student response and the effects of the tasks on examination scores were analyzed. The subjects of this study were 154 medical students who attended the dissection laboratory in 2009. Four tasks were given to teams of seven to eight students over the course of 2 weeks of lower limb dissection. The tasks were designed such that the answers could not be obtained by referencing books or searching the Internet, but rather through careful observation of the cadavers and discussion among team members. Questionnaires were administered. The majority of students agreed that the tasks were interesting (68.0%), encouraged team discussion (76.8%), and facilitated their understanding of anatomy (72.8%). However, they did not prefer that additional tasks be assigned during the other laboratorysessions. When examination scores of those who responded positively were compared with those who responded neutrally or negatively, no statistically significant differences could be found. In conclusion, the specially designed tasks assigned to students in the cadaver dissectionlaboratory encouraged team discussion and collaborative learning, and thereby generated interest in laboratory work. However, knowledge acquisition was not improved.