PDF(Pubmed)
Abstract：
UNASSIGNED: Within undergraduate medical education, there is a gap between students\' understanding of anatomy and application of that knowledge within surgical specialties. The integration of drawing, in conjunction with traditional learning, has been shown to increase retention and understanding of information. Currently, no educational curriculum integrates drawing to aid in medical students\' understanding of surgical pelvic anatomy. We anticipated that the utilization of drawing anatomy in an OB/GYN clerkship would enhance students\' ability to explain surgical pelvic anatomy and pelvic pathology.
UNASSIGNED: At the beginning of the OB/GYN clerkship, third-year medical students participated in an interactive, 1.5-hour session requiring them to draw pelvic anatomy, present their work, and explain topics related to pelvic surgery and pathology to the other clerkship students. At the end of their clinical rotation, the students were invited to complete a five-item survey to assess long-term retention and understanding of concepts presented in the session. Frequencies and percentages were calculated for all categorical/ordinal variables to describe survey participants and question responses.
UNASSIGNED: Thirty-seven of 44 respondents (84%) reported that the anatomy interactive session prepared them for the surgical portion of the OB/GYN clinical rotation. Thirty-five respondents (80%) reported that drawing the pelvic structures helped their understanding of pelvic pathology; 33 respondents (75%) reported they had a thorough understanding of pelvic anatomy after taking the OB/GYN anatomy interactive educational session (p < .001).
UNASSIGNED: Our session shows that integrating drawing and anatomy increases students\' ability to discuss pelvic pathology and surgical anatomy.
UNASSIGNED: At the beginning of the OB/GYN clerkship, third-year medical students participated in an interactive, 1.5-hour session requiring them to draw pelvic anatomy, present their work, and explain topics related to pelvic surgery and pathology to the other clerkship students. At the end of their clinical rotation, the students were invited to complete a five-item survey to assess long-term retention and understanding of concepts presented in the session. Frequencies and percentages were calculated for all categorical/ordinal variables to describe survey participants and question responses.
UNASSIGNED: Thirty-seven of 44 respondents (84%) reported that the anatomy interactive session prepared them for the surgical portion of the OB/GYN clinical rotation. Thirty-five respondents (80%) reported that drawing the pelvic structures helped their understanding of pelvic pathology; 33 respondents (75%) reported they had a thorough understanding of pelvic anatomy after taking the OB/GYN anatomy interactive educational session (p < .001).
UNASSIGNED: Our session shows that integrating drawing and anatomy increases students\' ability to discuss pelvic pathology and surgical anatomy.
摘要：
■在本科医学教育中，在外科专业中，学生对解剖学的理解和对该知识的应用之间存在差距。图纸的整合，结合传统学习，已被证明可以增加对信息的保留和理解。目前,没有教育课程整合绘画，以帮助医学生了解外科盆腔解剖。我们预计，在OB/GYN职员中使用绘制解剖结构将增强学生解释手术骨盆解剖和骨盆病理学的能力。
■在OB/GYN职员开始时，三年级的医学生参加了互动，1.5小时的会议要求他们绘制骨盆解剖结构，介绍他们的工作,并向其他职员学生解释与骨盆手术和病理学有关的主题。在他们的临床轮换结束时，学生被邀请完成一项五项调查，以评估会议中提出的概念的长期保留和理解。计算所有分类/序数变量的频率和百分比，以描述调查参与者和问题回答。
■44名受访者中有37名（84％）报告说，解剖学互动会议为OB/GYN临床轮换的手术部分做好了准备。35名受访者（80％）报告说，绘制骨盆结构有助于他们对骨盆病理学的理解；33名受访者（75％）报告说，他们在参加OB/GYN解剖学互动教育会议后对骨盆解剖学有了透彻的了解（p<.001）。
■我们的课程显示，绘画和解剖学的结合提高了学生讨论盆腔病理学和外科解剖学的能力。
■在OB/GYN职员开始时，三年级的医学生参加了互动，1.5小时的会议要求他们绘制骨盆解剖结构，介绍他们的工作,并向其他职员学生解释与骨盆手术和病理学有关的主题。在他们的临床轮换结束时，学生被邀请完成一项五项调查，以评估会议中提出的概念的长期保留和理解。计算所有分类/序数变量的频率和百分比，以描述调查参与者和问题回答。
■44名受访者中有37名（84％）报告说，解剖学互动会议为OB/GYN临床轮换的手术部分做好了准备。35名受访者（80％）报告说，绘制骨盆结构有助于他们对骨盆病理学的理解；33名受访者（75％）报告说，他们在参加OB/GYN解剖学互动教育会议后对骨盆解剖学有了透彻的了解（p<.001）。
■我们的课程显示，绘画和解剖学的结合提高了学生讨论盆腔病理学和外科解剖学的能力。
