解剖学报

解剖学报 ›› 2018, Vol. 49 ›› Issue (1): 124-126.doi: 10.16098/j.issn.0529-1356.2018.01.021

• 医学教育 • 上一篇    下一篇

微创临床局部解剖学教学体系的建立和探索

刘平1 张艳2 江东1 马彩红3 王一婷3 何美华2*张卫光2*   

  1. 1. 北京大学第三医院运动医学研究所，北京 100191; 2. 北京大学基础医学院人体解剖学教研室，北京 100191; 3. 北京大学第三医院生殖医学中心， 北京 100191
  • 收稿日期:2017-11-15 修回日期:2017-11-16 出版日期:2017-02-06 发布日期:2018-02-06
  • 通讯作者: 何美华;张卫光 E-mail:zhangwg@bjmu.edu.cn

A new pedagogy for topographical anatomy: the application of minimally invasive surgery to topographical anatomy teaching

LIU Ping1 ZHANG Yan2 JIANG Dong1 MA Cai-hong3 WANG Yi-ting3 HE Mei-hua 2* ZHANG Wei-guang 2*   

  1. 1. Institute of Sport Medicine, the Third Hospital of Peking University, Beijing 100081, China; 2. Department of Human Anatomy, Peking University Health Science Center, Beijing 100191，China;3. Reproductive Medicine Centre,the Third Hospital of Peking University, Beijing 100191，China
  • Received:2017-11-15 Revised:2017-11-16 Online:2017-02-06 Published:2018-02-06
  • Contact: HE Mei-hua;ZHANG Wei-guang E-mail:zhangwg@bjmu.edu.cn

PDF

摘要：

目的 随着临床医学中微创手术的广泛开展，传统局部解剖学的教学模式明显不切合于现在的临床应用，我们在近3年的局部解剖学教学中，尝试建立基础与临床相结合的临床微创局部解剖学教学体系，实现了医学生培养上的多赢。 方法 在北京大学医学部的3个年级临床医学专业的医学生中，分成传统局部解剖学（局解组）和微创局部解剖学（微创局解组）。微创局解组同学借助模拟腔镜等微创手术器械，开展微创临床解剖学的教学。 结果 与传统局解组相比，微创局解组同学在学习兴趣，学习的主动性，知识的牢固性，解剖动手能力，临床思维能力，解剖和临床知识的互补性，讨论及交流能力和师生互动等方面均有不同程度的提高。结论 微创解剖学教学体系不仅能够满足医学生尤其是临床医学生早期接触临床微创手术及手术器械的需要，并且还可以促进解剖学老师深入了解临床手术的进展，有利于进一步明确教学目的，并促进了基础解剖与临床进展的交流。

关键词: 教学方法, 局部解剖学, 微创

Abstract:

Objective To examine the effects of a new pedagogy of application of minimally invasive surgery (MIS) to clinical medical students in topographical anatomy.Methods Clinical medical students were randomly divided into two groups, traditional group taught by traditional topographical anatomy pedagogy and minimally invasive surgery group taught by the new pedagogy of clinical minimally invasive topographical anatomy. Results Compared to students in traditional group, students in minimally invasive topographical anatomy group have better results in many ways including learning interest, learning motivation, knowledge fastness, operation ability, clinical way of thinking, integration of anatomical and clinical knowledge, and communication skills etc. Conclusion The application of minimally invasive surgery in topographical anatomy teaching can fulfill the requirements of early contact of the minimally invasive surgery and related surgical appliances used in clinics for medical students, especially clinical medical students and can also facilitate anatomy teacher to understand the development of clinical surgery and teaching purpose, as well as enhance the communication between anatomy teaching and clinical practice.

Key words: Pedagogy, Topographical anatomy, Minimally invasive surgery