Reforming the practice teaching of human anatomy

Abstract

Objective To explore the practice teaching model of human anatomy through re- forming the practice teaching of system anatomy and regional anatomy. Methods Three classes of clinical medicine （5-year program） were randomly selected as reform experimental classes and the other 3 classes of the same grade were used as control classes. The teaching content of practice teach- ing was reformed in the experimental classes. In the system anatomy practice teaching, the teacher controlled the teaching process and developed the theme and requirements of each experimental class while the student completed the experiment developed by the teacher. In the regional anatomy practice teaching, students＇ interest in learning was stimulated by the content, which was related with the surgery, and the teacher guided students to complete the operation. In control classes, the forms of student observation as well as teacher answering questions and helping students were adopted. The student grading was divided into theoretical knowledge examination and specimen assessment and the achievement was analyzed by using a Simple Analysis of Variance （ANOVA） in SPSS 16.0. Results Compared with those of control classes, the scores of system anatomy and regional anatomy in experi- mental classes were significantly increased （80.7 ± 5.8） vs. （67.4 ± 17.4）, （85.1 ±4.6） vs. （62.6 ±12.4） and the theoretical scores of system anatomy were also improved significantly. But no significant difference in theoretical scores of regional anatomy was observed. Conclusions The teaching mode based on the practice teaching highlights the academic characteristics of the human anatomy, increas- es students＇ interest in learning and improves the effectiveness of practice teaching in human anatomy. Key words: Human anatomy; Practice teaching; Teaching reform