英文摘要 |
Medical students perceive anatomy course as the foundation to medical learning. Completing this subject is an indication of gaining entrance to medical school, and thus exerts a profound influence on the cultivation of professional knowledge, specialized skills, and identity. In Taiwan, anatomy education, which is compulsory in medical education, was established during the Japanese colonial period. After 1950, anatomy was affected by U.S. medicine, teaching styles and aids of which have gradually deviated from those adopted during the Japanese colonial period. Students were required to memorize Latin terminology and conduct practical exercises on dissecting techniques under teacher supervision. Thus, the essence of the mentoring system and tacit knowledge is exhibited in the process of learning anatomy. From the perspective of anatomical knowledge transfer and practice in Taiwanese medical education, this study investigates how anatomical knowledge and practice was disseminated through interactions and discussions among students and between professors and students, which consequently generatedanatomical knowledge among Taiwanese medical students and exerted effects on their cognition of the human body. |